Lecture-visualization is a modern form of using cognitive visualization. Visualization of the learning process and features of the psychology of perception

The purpose of this lecture is to change, redesign educational information on the topic of the lecture lesson in a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.). Students can also be involved in this work, who in this regard will develop the appropriate skills, develop a high level of activity, and develop a personal attitude towards the content of training.

Reading a lecture comes down to a coherent, detailed commentary by the lecturer on prepared visual materials, which fully reveals the topic of this lecture. The information presented in this way should ensure the systematization of students’ existing knowledge, the creation of problem situations and the possibility of resolving them; demonstrate different ways clarity, which is important in cognitive activity.

It is best to use different types of visualization - natural, pictorial, symbolic - each of which or a combination of them is selected depending on the content educational material. When moving from text to visual form or from one type of visualization to another, some information may be lost. But this is an advantage, because... allows you to focus on the most important aspects and features of the lecture content, to promote its understanding and assimilation.

In a visualization lecture, a certain visual logic and rhythm of presentation of educational material are important. For this you can use the complex technical means teaching, drawing, including the use of grotesque forms, as well as color, graphics, a combination of verbal and visual information. The dosage of use of the material, skill and style of communication between the teacher and students are important.

Implements the didactic principle of clarity through the use of visual and audio-visual technical means of presenting information.

Structure of preparation and conduct informational lectures using visual technical means:

1. Setting the purpose and objectives of the lecture.

2. Preparation for the lecture:

Selection of material to transform it into visual form;

Development of a lecture outline including visual material;

Visual development (slides, drawings, photos, diagrams, tables, etc.);

Determination of methods, techniques and means of stimulating the creative and mental activity of students;

A selection of visual material (minerals, reagents, machine parts, etc.) and technical support tools.

3. Conducting a lecture.

The structure of the lecture is close to traditional and includes an introductory, main and final part.

A feature of the visualization lecture is the simultaneous activation of three types of memory in students: auditory, visual and motor, allowing them to most effectively absorb the material.

Taking notes on such a lecture involves a schematic representation of its content. There are three note-taking options:

1. allocating time during the lecture to redraw the necessary visual images;

2. taking notes of the content plus handouts with graphs, diagrams, tables, prepared by the teacher.

3. distribution of visual images in in electronic format to all students for subsequent independent study.

Structure of preparing and delivering a lecture using audio-visual technical means of presenting information.

There are several types of educational films. Types of educational films:

a) illustrative and educational (to increase clarity and generalization of the material);

b) popular science (to arouse interest in the academic discipline);

c) scientific (for a visual representation of the dynamics of various processes and phenomena).

Depending on the type of educational film that is shown at the lecture, visualization lectures can be held at the beginning of teaching a new academic subject, in the process of studying the subject and to generalize knowledge on the subject.

Structure of lecture-visualization using audio-visual technical means of presenting information:

1. Goals and objectives of the lecture.

2. Introductory part (statement of the theoretical and practical significance of the issue being studied).

3. Instructions for watching the film (the fragments you need to pay attention to are indicated) Special attention, questions are given for discussion after viewing, etc.)

4. Screening of educational film.

With the help of a problem-based lecture, three main didactic goals are achieved:

1. students’ assimilation of theoretical knowledge;

2. development theoretical thinking;

3. formation of cognitive interest in the content of the academic subject and professional motivation of the future specialist.

During the lecture, students' thinking occurs with the help of the teacher creating a problem situation before they receive all necessary information, which constitutes new knowledge for them. In traditional teaching, they do the opposite - first they give knowledge, a method or algorithm for solving, and then examples on which you can practice using this method. Thus, students independently try to find a solution to a problem situation.

The components of the problem situation are the object of cognition (lecture material) and the subject of cognition (student), the process of mental interaction between the subject and the object will be a cognitive activity, the assimilation of new, unknown knowledge for the student, contained in the educational problem.

Educational problems must be accessible in their difficulty for students, they must take into account the cognitive capabilities of students, proceed from the subject being studied and be significant for the acquisition of new material and personal development - general and professional.

So, a lecture becomes problematic when the principle of problematicity is implemented in it. In this case, two interrelated conditions must be met:

1. implementation of the problematic principle in the selection and didactic processing of content training course before the lecture;

2. implementation of the problem-solving principle when developing this content directly in the lecture.

Problem-based lectures provide future specialists with a creative understanding of the principles and laws of the science being studied, activate the educational and cognitive activity of students, their independent classroom and extracurricular work, assimilation of knowledge and its application in practice.

Lecture - visualization

This type of lecture is the result of a new use of the principle of clarity; the content of this principle changes under the influence of data from psychological and pedagogical science, forms and methods active learning.

This process of visualization is the collapsing of mental contents, including different types of information, into a visual image; once perceived, this image may be deployed and serve as a support for mental and practical actions.

Any form of visual information contains elements of problematic content. Therefore, a lecture - visualization contributes to the creation of a problem situation, the resolution of which, unlike a problem lecture where questions are used, occurs on the basis of analysis, synthesis, generalization, condensation or expansion of information, i.e. with the inclusion of active mental activity. The teacher’s task is to use forms of visualization that not only complement verbal information, but are themselves carriers of information. The more problematic the visual information is, the higher the degree of student’s mental activity.

The preparation of this lecture by the teacher consists of changing and reconstructing educational information on the topic of the lecture session into a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.). Students can also be involved in this work, who in this regard will develop the appropriate skills, develop a high level of activity, and develop a personal attitude towards the content of training.

Reading a lecture comes down to a coherent, detailed commentary by the teacher on prepared visual materials, which fully reveals the topic of this lecture. The information presented in this way should ensure the systematization of students’ knowledge, the creation of problem situations and the possibility of resolving them; demonstrate different methods of visualization, which is important in cognitive and professional activity.

It is best to use different types of visualization - natural, pictorial, symbolic - each of which or a combination of them is selected depending on the content of the educational material. When moving from text to visual form or from one type of visualization to another, some information may be lost. But this is an advantage, because... allows you to concentrate attention on the most important aspects and features of the lecture content, promote its understanding and assimilation.

This type of lecture is best used at the stage of introducing students to a new section, topic, discipline. The problematic situation that arises in this case creates a psychological mindset for studying the material and developing visual information skills in other types of learning.

Lecture for two

In this lecture, educational material with problematic content is given to students in lively dialogical communication between two teachers. Here, real professional situations of discussion of theoretical issues from different positions by two specialists, for example, a theorist and a practitioner, a supporter or opponent of a particular point of view, etc. are modeled.

At the same time, it is necessary to strive to ensure that the dialogue between teachers demonstrates a culture of joint search for a solution to the problem situation being played out, with the involvement of students in communication who ask questions, express their position, form their attitude to the lecture material being discussed, and show their emotional response to what is happening.

During the lecture, the two of them use the students’ existing knowledge necessary to understand the educational problem and participate in joint work, create a problem situation or several such situations, put forward hypotheses for their resolution, develop a system of evidence or refutation, and justify the final version of the joint solution.

A two-person lecture forces students to actively engage in the thinking process. With the presentation of two sources of information, the students' task is to compare different points of view and make a choice whether to join one or the other or develop their own.

Lecture with pre-planned errors

This form of delivering a lecture was developed to develop students’ skills to quickly analyze professional situations, act as experts, opponents, reviewers, and identify incorrect or inaccurate information.

The teacher’s preparation for a lecture consists in including in its content a certain number of errors in content, method or behavioral nature. The teacher brings a list of such errors to the lecture and introduces them to students only at the end of the lecture. The most common mistakes made by both students and teachers during a lecture are selected. The teacher presents the lecture in such a way that errors are carefully hidden and are not so easily noticed by students. This requires special work by the teacher on the content of the lecture, high level mastery of material and lecturing skills.

Currently, our society is experiencing a change in priorities and social values. Therefore, the current situation in the training of specialists requires a radical change in the strategy and tactics of teaching at a university.

For example, a study of students’ attitudes to various forms of classes conducted at our university by teachers of the department of higher mathematics and computer science shows that lectures in mathematics are perceived definitely positively and not quite positively in computer science, and when conducting practical classes, the opposite is true. And there are quite serious reasons for this.

The reality around us requires that the main characteristics of any graduate educational institution were his competence and mobility. Hence the so-called pragmatic approach characteristic of economics students, when students consider it necessary to acquire only practical skills and abilities, mastering only those computer technologies that will be required in the future when applying for a job. Sections of computer science related to theoretical foundations, basic concepts, their classification and definitions, according to students, are boring and uninteresting. Most students consider only practical classes in computer science necessary, and lectures are generally unnecessary. There are also students who believe that a person can learn computer technology himself if he wants.

Therefore, teaching computer science currently involves overcoming difficulties associated with internal motivation trainees. This relates more to the acquisition of theoretical knowledge than to practical skills, which are usually acquired through training. In this regard, I believe that in order to solve the above problem, the emphasis in the study of computer science should be shifted to the process of cognition, the effectiveness of which completely depends on the cognitive activity of the student himself.

IN in this case The driving force of the learning process will be the contradiction between the needs that arise in students under the influence of the teacher to assimilate the missing necessary knowledge and experience of cognitive activity to solve new educational problems and the real possibilities of satisfying these needs. In this case, the teacher’s influences should stimulate the student’s activity, while achieving a certain, pre-set goal, and manage this activity. The success of achieving this goal depends not only on what is acquired, but also on how it is acquired: with the help of reproductive or active methods training.

The development and implementation of active learning methods is presented in various fields of scientific knowledge and has been studied by many teachers and psychologists. Their research shows that the use of active learning methods is also possible in such a form of training as a lecture, in particular in a visualization lecture.

The use of lecture-visualization, which is still atypical for university practice, is a motivating mechanism for stimulating the cognitive interest of students. This type of lecture will be in demand personal experience student and creates the prerequisites for the formation of their subjective position in relation to the knowledge they receive. This form of lecture classes acts as an oriented basis for future self-educational activities, clearly demonstrates examples of working with information, as well as its usefulness and rationality in comparison with traditionally accepted forms.

This type of lecture is the result of a new use of the didactic principle of visualization. The content of this principle changes under the influence of data from psychological and pedagogical science, forms and methods of active learning. Psychological and pedagogical research shows that visibility not only contributes to more successful perception and memorization of educational material, but also allows you to intensify mental activity, penetrate deeper into the essence of the phenomena being studied, and shows its connection with creative processes decision-making, confirms the regulating role of image in human activity.

Lecture - visualization teaches students to transform oral and written information into visual form, which forms their professional thinking by systematizing and highlighting the most significant, essential elements of the learning content. This process of visualization is the collapsing of mental contents, including different types of information, into a visual image; once perceived, this image can be deployed and can serve as a support for mental and practical actions. All of the above creates the prerequisites for the development of professionally significant qualities of the student, for example, the ability to structure, highlight the main thing, and skillfully work with diagrams and tables.

This type of lecture classes also implements the didactic principle of accessibility: the ability to integrate visual and verbal perception of information. As you know, difficulty in perceiving material is caused by the presentation of abstract concepts, processes, phenomena, especially of a theoretical nature. Visualization allows one to largely overcome this difficulty and give abstract concepts a visual, concrete character.

When preparing and conducting a visualization lecture, the teacher should pay attention to the following features of the implementation of the considered form of conducting the lesson. In terms of content, a visualized lecture represents oral information converted into visual form. The video sequence, being perceived and conscious, can serve as a support for adequate thoughts and practical actions. The teacher must create such demonstration materials, such forms of visualization that not only complement verbal information, but themselves act as carriers of meaningful information.

Preparation of such a lecture consists of reconstructing, recoding the content of the lecture or part of it into a visual form for presentation to students through technical teaching aids.

Reading such a lecture comes down to a summary, detailed commentary on the prepared visual materials.

It is best to use different types of visualization in one lecture - natural, pictorial, symbolic - each of which or a combination of them is selected depending on the content of the educational material. When moving from text to visual form or from one type of visualization to another, some information may be lost. But this is an advantage, as it allows you to concentrate attention on the most important aspects and features of the lecture content, facilitating its understanding and assimilation.

In a visualization lecture, a certain visual logic and rhythm of presentation of educational material are important. To do this, you can use a set of technical teaching aids, drawings, including the use of grotesque forms, as well as color, graphics, and a combination of verbal and visual information. The dosage of use of the material, the skill and style of communication between the teacher and students are important.

Since computer science is taught in the first year of almost all majors at the university, the methodology for conducting lectures and visualizations must take into account the features of the first year. Here, when giving lectures, one cannot ignore the skills that students acquired in high school. By using a number of techniques, the lecturer can make it easier for first-year students to perceive and assimilate lecture material:

to reveal complex theoretical positions, the most interesting facts, simple and striking examples should be cited;
whenever possible, it is necessary to show the connection of the presented scientific material with practice, the significance of the acquired knowledge in future practical activities;
make the most of the lectures visual aids and technical training aids;
the pace of the lecture should be somewhat slow; the most important provisions must be repeated, special terms explained and written down correctly;
it is very important to link the content of the lecture with the subsequent laboratory and practical exercises;
in the process of reading a lecture, it is recommended to orient students regarding literature and the quality of textbooks and teaching aids, thereby directing them to independent work.

Of course, the lecturer must gradually complicate his lectures in content and form, preparing first-year students for the difficulties that are inevitable in the deep study of computer science.

The form of the lecture is a kind of imitation of a professional situation, in the conditions of which it is necessary to perceive, comprehend, and evaluate a large number of information.

The methodology for delivering such a lecture involves preliminary preparation visual materials in accordance with its content. This work should involve teachers and students, placed in the position of not only receiving, but also “creating information.” For this purpose, the teacher instructs students to prepare visual materials for the lecture, determining their quantity and methods of presenting information.

After this, it is advisable to read the same lecture using the most interesting visual materials and present this situation for analysis and analysis. In this case, they are used different types clarity that is optimal for conveying any specific information. This allows you to concentrate on the most significant aspects of the message in a given situation, to understand and assimilate it more deeply.

The main emphasis in this lecture is on more active inclusion of visual images in the thinking process, that is, the development of visual thinking. Reliance on visual thinking can significantly increase the efficiency of presentation, perception, understanding and assimilation of information, its transformation into knowledge.

Let's consider the stages of conducting a lecture-visualization in computer science:

Stage 1: motivating the student to new uniform mastering the material. The topic, plan and purpose of the lecture are stated. It is explained to students that the principle of visibility, implemented later in the lesson, compensates for the lack of spectacle of the educational process. To create a prerequisite for motivating students, it is given interesting fact, illustrated by multimedia, or a motivating question is asked. At the same time, one of their expected answers to it is demonstrated in the form of a video sequence.

Stage 2: formulation and presentation of questions. At the beginning of the study of each issue, it is visualized on the supporting slides of the presentation, and in the process of presenting it, various forms of visualization are used: natural, pictorial or symbolic. At the same time, pauses in the presentation are allowed so that students have time to take notes on the visually perceived information - and not mechanically, but meaningfully, and also so that they have the opportunity to briefly relax after the peaks of attention have passed. During the lecture, remarks are given such as: “this should be written down literally or depicted in detail,” “now you can just listen or observe.” Didactic units are highlighted through repetitions and at a slower pace, and their fixation is monitored. At the end of the presentation of each question, an appeal is made to the audience with a proposal to resolve the problematic situation presented in the video materials of the lecture and aimed at developing the students’ abilities to convert oral and written information into visual form and reverse decoding it.

Stage 3: conclusion. Reminder of the topic and purpose of the lesson, the main points of the lecture using supporting presentation slides. Summing up the results in the form of a frontal conversation and answers to key questions on the topic.

The experience of using lecture-visualization in the educational process allows us to draw the following conclusions:

such a lecture creates a kind of support for thinking, develops visual modeling skills, which is a way to increase not only the intellectual, but also the professional potential of students;
this type of lecture is best used at the stage of introducing students to a new topic;
when presenting topics that are difficult to perceive and understand, it is advisable to use a combination of pictorial and symbolic clarity;
The most accessible and richly-possible technical means of presenting information during a lecture are multimedia projectors connected to a computer.

Introductory lecture- introduces students to the purpose and purpose of the course, its role and place in the system of academic disciplines. Given short review course (milestones in the development of this science, names of famous scientists and their contributions). In such a lecture, scientific problems are posed, hypotheses are put forward, and prospects for the development of science and its contribution to practice are outlined. It is advisable to connect theoretical material with practice future work specialist The story about general methodology course work, exam requirements. Literature review.

Overview-repeat lecture - read at the end of the section or course. Reflects everything theoretical principles, constituting the scientific and conceptual basis of this section or course, excluding detail and secondary material. This is the essence of the course.

Review lecture– Its purpose is to systematize knowledge at a higher level. Material presented systematically is better remembered and allows for a greater number of associative connections. Difficult questions in exam papers are also covered.

Classic lecture- read at a high pace (from sight). Students write down the main points (what they will be able to do). The content of the lectures is highly scientific, compiled from the processing of many sources (especially monographs and articles). A comprehensive review of the literature, an abundance of names, comparative analysis concepts, approaches, provisions - all this characterizes a classical lecture. The lecture for each block of information should have problematic questions. It is assumed that students during the period independent work must supplement, expand the lecture notes, answer questions, fill in what they managed to write down.

Lecture-explanation – This is an information-type lecture in which ready-made information to be memorized is introduced and explained to students. It involves reading a lecture at a moderate pace, dictating the main positions (concepts, the essence of the phenomenon, its functions, structure, factors, features, etc.), explaining the main provisions, and clear (unambiguous) terminology. Answers to student questions throughout the lectures. The material is based mainly on textbooks, supplemented by monographs and articles.

Problem lecture. Unlike an informational lecture, in a problem lecture, new knowledge is introduced as something unknown that needs to be “discovered.” Having created a problem situation, the teacher encourages students to find a solution to the problem, step by step leading them to the desired goal. Theoretical material is given in the form of a problem problem. There are contradictions in its condition that need to be discovered and resolved. The process of students’ cognition in this form of information presentation approaches search, research activities. With the help of a problem lecture, the development of theoretical thinking, cognitive interest in the content of the subject, professional motivation, and corporate spirit are ensured.

Interactive lecture – involves a constant dialogue with students, posing problems, asking them to illustrate material examples, express your own opinion, put forward a hypothesis, draw a conclusion. Such a lecture is most often problematic in nature. As a rule, students remember the material very well during such lectures.

Lecture – discussion is a combined version of problem-based and interactive lectures. It involves actively involving students in the discussion of the material and encouraging them to express alternative opinions. Based on the contradiction of opinions, “the truth is born.” The teacher leads students to the correct conclusion.

Lecture-visualization– arose as a result of the search for the implementation of the principle of visibility. Promotes more successful perception and memorization of educational material. It represents oral information converted into visual form. The video sequence, being perceived and conscious, can serve as a support for adequate thoughts and practical actions. These are lectures using technology, technical equipment (computer, video or film projectors, graphic projector, epidioscope, overhead projector, etc.

The main type of lecture-visualization is film lecture.

The options for carrying it out are different. : A) theory, and then demonstration of visual aids; B) Film demonstration, and then explanatory, generalizing information or posing problematic questions; C) Alternating theory and demonstration; D) Demonstration with simultaneous commenting.

A special case Lecture-visualization is not a demonstration of visual material, but the awakening in students of bright, emotionally charged visual (as well as auditory, tactile, etc.) images illustrating oral information.

Visual materials in lecture-visualizations should :

Provide systematization of existing knowledge (especially diagrams, models, etc.);

Assimilation of new information;

Creation and resolution of problem situations;

Support the theory with examples.

Forms of visibility can be :

natural ( real people, equipment, devices, etc.), symbolic (schemes, models, logos, algorithms), visual (posters, screen media, photos, drawings).

In a visualized lecture it is important : a certain visual logic and rhythm of presentation of the material, its dosage, skill and style of communication between the teacher and the audience, clear time planning, a variety of visual aids.

10. Lecture for two – This type of lecture-debate is a continuation and development of a problematic presentation of material in a dialogue between two teachers. Here, real situations of discussion of theoretical and practical issues by two specialists are simulated.

It is important that:

The dialogue between teachers demonstrated a culture of discussion and joint problem solving;

He involved students in the discussion, encouraged them to ask questions, express their point of view, and demonstrate a response to what was happening.

The advantages of such a lecture :

updating students’ existing knowledge necessary to understand the dialogue of teachers (scientists);

a problematic situation is created, a system of evidence is deployed;

the presence of two sources forces you to compare different points of view, make a choice, and develop your own view;

a visual understanding of the culture of discussion, ways of conducting dialogue, joint search and decision-making is developed.

Requirements to this type lectures:

Teachers must have psychological compatibility;

Developed communication skills and tolerance;

They must have quick response and the ability to improvise.

11. Lecture - press conference. Having named the topic of the lecture, the teacher asks students to ask him questions in writing on this topic. Within 2-3 minutes, students formulate the questions that interest them most and pass them on to the teacher, who within 3-5 minutes sorts the questions according to their content and begins the lecture. The lecture is presented not as answers to questions, but as a coherent text, in the process of presentation of which the answers are formulated. At the end of the lecture, the teacher analyzes the answers as a reflection of the students' interests and knowledge.

This lecture can be given:

at the beginning of the topic in order to identify the needs, range of interests of the group, attitudes, opportunities;

in the middle, when it is aimed at attracting students to the key points of the course and systematizing knowledge;

at the end - to determine the prospects for the development of the learned content.

12. Introspective lecture – option of a review or review-repetition lecture. But the material is considered in reverse historical chronology of the study of the problem.

Lecture. The word "lecture" comes from the Latin "lection" - reading. The lecture appeared in Ancient Greece and was further developed in Ancient Rome and in the Middle Ages. The lecture form of education in Russia was first introduced at Moscow University, where at first lectures were given in Latin, German, French, and since 1767 - in Russian. A university lecture is the main link in the didactic training cycle. Its goal is to form an indicative basis for students’ subsequent assimilation of educational material.

In the educational process, a number of situations arise when the lecture form of teaching cannot be replaced by any other.

A lecture in the educational process performs the following functions:

informational (statement of necessary information);

stimulating (awakening interest in the topic);

developing (evaluates phenomena, develops thinking);

orienting (in a problem, literature);

explanatory (aimed at the formation of basic concepts of science);

persuasive (with an emphasis on the system of evidence);

systematizing and structuring (knowledge in a given discipline;

educational.

If we integrate modern ideas about the features of the lecture form of teaching, we can determine its specifics as follows.

A lecture is one of the forms of educational organization in which the teacher systematically, consistently, predominantly monologically presents and explains educational material on an entire topic, and students listen and write down the content of the lecture, and in some situations ask questions to which the teacher answers.

Highlight the following types lectures.

For general purposes: educational, propaganda, educational, educational, developmental.

By scientific level: academic and popular.

For didactic tasks: introductory, current, final-summarizing, introductory, review, lecture-consultations, lecture-visualization (with a reinforced element of clarity).

According to the method of presenting the material: traditional, problem-based, lecture-visualization, lecture for two, lecture-provocation, lecture-press conference, lecture-conversation, discussion, lecture with analysis of specific situations.

From the point of view of classifying teaching methods according to the degree of awareness of the perception of educational material, we correlated the types of lectures existing according to the method of presentation of the material as follows.

Table 7

Passive	Active	Interactive
traditional	problematic	provocation
visualization	visualization	press conference
	discussion
press conference	analysis of specific situations

Currently, along with supporters of lecture-based presentation of educational material, there are “opponents” of lectures as the main form of education at a university, claiming that:

a lecture accustoms one to passive perception of other people’s opinions, inhibits independent thinking, while “the better the lecture, the greater this probability”;

the lecture discourages the habit of independent study;

lectures are needed only when there is a lack of educational literature;

Some students manage to comprehend the material presented, while others only mechanically write down the lecturer’s text.

At the same time, experience shows that giving up lectures reduces scientific level preparation of students, disrupts the consistency and uniformity of work throughout the semester. Therefore, the lecture still remains the leading form of organizing the educational process at a university. The above disadvantages can be largely overcome by a rational combination of traditional and non-traditional forms of lectures in the educational process. Let us briefly dwell on non-traditional forms of organizing lectures and some features of their construction (organization).

A problematic lecture begins with the formulation of problematic questions, with the identification of a problem that must be solved during the presentation/study of the material, and the problem hidden in them does not require a solution of the same type, and there is no ready-made solution scheme in past experience.

The problem-based lecture ensures the achievement of the following didactic goals:

1. students’ assimilation of theoretical knowledge;
2. development of theoretical thinking;
3. formation of cognitive interest in the content of the academic subject and professional motivation of the future specialist.

The success of achieving the goal of a problem lecture is ensured by the interaction of the teacher and students. The main task of the teacher is not only to convey information, but to familiarize students with the objective contradictions in the development of scientific knowledge and ways to resolve them. This shapes students’ thinking and causes their cognitive activity. In collaboration with the teacher, students gain new knowledge and study the theoretical features of their profession. In our opinion, we can highlight the following features of the problematic lecture.

The information (new knowledge) obtained at the lecture is introduced as unknown to students and is assimilated as a personal discovery, which creates in students the illusion of a “discovery” of what is already known in science.

The student’s knowledge approaches search and research activities, in which the student’s thinking and his personal attitude to the material being learned are involved, thanks to the formation of an educational problem.

During the lecture, students' thinking occurs through the teacher's creation of a problem situation before they receive all the necessary information that constitutes new knowledge for them.

Consequently, the components of the problem situation are the object of cognition (lecture material) and the subject of cognition (student), the process of mental interaction between the subject and the object will be a cognitive activity, the assimilation of new, unknown knowledge for the student, contained in the educational problem.

The educational material in a problem lecture is presented in the form of an educational problem, which has the logical form of a cognitive task, noting some contradictions in its conditions and ending with questions that objectify this contradiction. A problematic situation arises after the discovery of contradictions in the initial data of the educational problem. For a problematic presentation, the most important sections of the course are selected, constituting the main conceptual content of the academic discipline, which are important for future professional activity and the most difficult for students to master.

Educational problems should be accessible in terms of difficulty for students, take into account the cognitive capabilities of students, be based on the subject being studied and be significant for the acquisition of new material and personal development - general and professional. To control students' thinking during a problematic dialogic lecture, problematic and informational questions prepared in advance by the teacher are used.

Requirements for the questions of the problem lecture:

1. the question reflects the result of a previous mental analysis of the conditions for solving a problem, separating the understandable from the incomprehensible, the known from the unknown;
2. indicates the desired problem and the search area for an unknown problem situation (for example, a method of analyzing conditions, solving a problem, etc. that is still unknown to students);
3. puts this unknown in the structural place of the goal of students’ cognitive activity and thereby turns out to be a factor in managing this activity;
4. is a means of involving the student in dialogical communication, in mental activity together with the teacher to find a solution to a cognitive problem.

The educational problem and the system of subordinate subproblems, compiled by the teacher before the lecture, unfold at the lecture in the live speech of the teacher, where an oral presentation of material of a dialogical nature takes place. Using appropriate methodological techniques (posing problematic and informational questions, putting forward hypotheses and confirming or refuting them, asking students for help, etc.), the teacher encourages students to jointly think and discuss, which can begin directly at a lecture or seminar.

Dialogical communication can be built as a live dialogue between the teacher and students during the lecture at those stages where it is appropriate, or as an internal dialogue (independent thinking), which is most typical for a lecture of a problematic nature. In internal dialogue, students together with the teacher pose questions and answer them or record questions in notes for later clarification during independent assignments, individual consultation with the teacher or discussion with other students, as well as at a seminar. Dialogical communication is a necessary condition for the development of students’ thinking, since thinking is dialogical in the way it arises. Consequently, the higher the degree of dialogicity of a lecture, the more it approaches the problem and the higher its orienting, teaching and educational effects.

Using a combination of problem and information questions, the teacher can take into account and develop individual characteristics every student.

Thus, a lecture becomes problematic if the principle of problematicity is implemented in it and two interrelated conditions are met:

1. implementation of the principle of problematic nature in the selection and didactic processing of the content of the training course before the lecture;
2. implementation of the problem-solving principle when developing this content directly in the lecture.

The first is achieved by the teacher developing a system of cognitive tasks - educational problems that reflect the main content of the academic subject; the second is by constructing a lecture as a dialogical communication between the teacher and students. Teacher’s communication style during a problem lecture:

The ability for independent thinking is formed in students through active participation various forms alive verbal communication. For this purpose, lectures of a problematic nature must be supplemented with seminar classes, organized in the form of discussions and dialogical forms of independent collaboration students.

Lecture-visualization is the result of using the principle of visualization, the content of which changes with the advent of new forms and methods of active learning.

Psychological and pedagogical research shows that visibility not only contributes to the successful perception and memorization of educational material, but also allows you to intensify mental activity (R. Arnheim, E.Yu. Artemyeva, V.I. Yakimanskaya, etc.) through building relationships with creative processes of acceptance decisions, confirms the regulating role of image in human activity.

During the visualization lecture, students transform oral and written information into visual form, which helps to highlight and systematize the most significant elements of the discipline. The visualization process is a folding different types information into visual images, which, when perceived and expanded, can serve as a support for mental and practical actions. Highlight different kinds visualizations - natural, pictorial, symbolic - each of which or their combination is selected depending on the content of the educational material. When moving from text to visual form or from one type of visualization to another, some information may be lost. But this is an advantage, because... allows you to concentrate on the most important aspects of the lecture, promoting its best understanding and assimilation.

Information in visual form, as a rule, is problematic in nature. The visualization lecture thus contributes to the creation of a problem situation, the resolution of which, unlike a problem lecture where questions are used, occurs on the basis of analysis, synthesis, generalization, condensation or expansion of information, i.e. with the inclusion of active mental activity. The teacher’s task is to use such forms of visualization that not only complement verbal information, but are themselves carriers of information.

We highlight the following important features preparation of lecture-visualization:

Preparing a lecture requires the teacher to modify the lecture material into a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.).

The reading of a lecture (narration) is transformed into a coherent, detailed presentation (commenting) by the teacher of prepared visual materials that fully reveal the topic of this lecture.

Information should be presented in such a way as to ensure, on the one hand, the systematization of existing and newly acquired knowledge by students, the anticipation of problem situations and possibilities for resolving them, and, on the other hand, the use of different methods of visibility.

A certain rhythm of presentation of educational material and visual logic are important. For this purpose, a complex of technical teaching aids is used: drawing, including using grotesque forms, as well as color, graphics, a combination of verbal and visual information.

Lecture-visualization is best used at the stage of introducing students to a new discipline, topic or section.

Lecture-provocation. The provocative lecture is designed to develop students’ skills to quickly analyze professional situations, act as experts, opponents, reviewers, and identify incorrect or inaccurate information. A provocative lecture causes high intellectual and emotional activity, since students use their existing knowledge in practice and carry out joint educational work with the teacher. Features of constructing a provocative lecture.

It is necessary to include a certain number of errors of a substantive, methodological or behavioral nature into the content of the lecture. The teacher selects the most common mistakes made by both students and teachers (specialists) and presents the lecture material in such a way that the mistakes are carefully hidden and not obvious to the students.

Requires additional and even creative work teacher over lecture material, high level of lecture skills.

During the lecture, students mark the errors they notice in their notes and name them at the end of the lecture. 10-15 minutes are allotted for analyzing errors: correct answers to questions are given by the teacher, students, or together. The number of planned errors depends on the specifics of the educational material, the didactic and educational goals of the lecture, and the level of preparedness of students.

Elements intellectual game with the teacher they create an increased emotional background, an atmosphere of trust between the teacher and students, and activate the cognitive activity of students. A lecture with planned errors performs not only a stimulating function, but also a control one. The teacher can assess the level of preparation of students in the subject, and he, in turn, can check the degree of his orientation in the material. Using the error system, the teacher can identify shortcomings, analyzing which, during discussion with students, he gets an idea of the structure of the educational material and the difficulties of mastering it.

Errors identified by students or a teacher can become the basis for creating problematic situations that can be resolved:

at seminar classes

at the problem lecture (see above).

This type of lecture is best given at the end of a topic or section of an academic discipline, when students have formed basic concepts and ideas. In our opinion, a provocative lecture is ideal for developing professional skills within highly specialized disciplines by senior students.

Lecture for two (dialogue). Educational material with problematic content is taught to students in lively dialogical communication between two teachers. Here we simulate real professional situations of discussion of theoretical issues from different positions by two specialists, for example, a theorist and a practitioner, a supporter or opponent of a particular point of view. The high activity of teachers participating in the dialogue evokes a mental and behavioral response from students, which is one of their characteristic features active learning: the level of involvement in the cognitive activity of students is comparable to the activity of teachers. Students also gain a clear understanding of the culture of discussion, methods of dialogue, joint search and decision-making.

Features of organizing a lecture together.

A joint search for a way out of an ongoing problem situation, with the obligatory involvement of students in communication, asking questions and expressing their attitude to the lecture material.

In the process of lecture-dialogue, it is necessary to use the knowledge available to students to announce the educational problem and further work together: putting forward hypotheses for its resolution, developing a system of evidence or refutation, and justifying a joint decision.

A two-person lecture requires students to actively engage in the process of thinking, comparing and choosing a point of view or developing their own. Possibility of negative reaction from students.

demonstrating the attitude of each teacher to the object of research allows you to see professional and personal qualities teacher

Intellectual and personal compatibility, the ability to improvise, and the speed of reaction of teachers ensure a trusting attitude towards this form of work.

Using a lecture together is effective for the formation of theoretical thinking, the development of students’ beliefs, the ability to conduct dialogue and the culture of discussion.

Lecture press conference. The form of holding a press conference is taken as a basis, taking into account some features:

The teacher announces the topic of the lecture and invites students to writing ask him questions on this topic. Each student formulates questions within 2-3 minutes and submits them to the teacher.

The teacher sorts the questions by semantic content within 3-5 minutes and proceeds to presenting the lecture material.

The material is presented in the form of a coherent presentation of the topic by the teacher, during which each asked question cannot be understood separately.

At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of the knowledge and interests of the students.

Activation of student activity at a lecture and press conference is achieved by specifically informing each student what the distinguishing feature this form. The need to correctly pose a question activates mental activity, and waiting for an answer to one’s question concentrates the student’s attention.

It is believed that a lecture or press conference is good to hold at any stage of studying a topic or section of a discipline. At the beginning of studying the topic, the main goal of the lecture is to identify the range of interests and needs of students, the degree of their preparedness for work, and their attitude to the subject being studied. With the help of a lecture-press conference, the teacher can create a model of the audience of listeners - its attitudes, expectations, capabilities. This is especially important when a teacher meets with first-year students, or at the beginning of a special course being taught by a group curator, when new disciplines are introduced, etc.

A press conference lecture in the middle of a topic or course is aimed at attracting the attention of students to key issues of the discipline being studied, clarifying the teacher’s ideas about the degree of mastery of the material, systematizing students’ knowledge, correcting the chosen system of lectures and seminars for the course, and can act as a form of intermediate control of students’ knowledge.

The main purpose of the press conference lecture at the end of the topic or section of the discipline being studied is to summarize the results of the lecture work, to identify prospects for applying theoretical knowledge in practice as a means of mastering the material of subsequent academic disciplines or in future professional activities. Several (2-3) teachers from different subject areas can take part as lecturers at a press conference, for example, when conducting review lectures for university graduates.

A lecture-conversation or “dialogue with the audience” is the most common and relatively simple form of actively involving students in educational process, known since the time of Socrates. It involves direct contact between the teacher and the audience by attracting students’ attention to the most important issues of the topic, determining the content and pace of presentation of educational material, taking into account the characteristics of students. The effectiveness of a lecture-conversation in group learning conditions may be reduced due to the impossibility of involving each student in a two-way exchange of opinions, even with a small group size. In our opinion, listeners can be attracted to participate in a lecture-conversation using:

puzzling students with questions of an informational and problematic nature,

finding out the opinions and level of awareness of students on the topic under consideration,

the degree of their readiness to perceive subsequent material.

Questions are addressed both to the entire audience and to students personally. To save time, it is recommended to formulate questions so that they can be answered unambiguously. Questions can be either simple (focus on the problem) or problematic (discussion).

Taking into account disagreements or unanimity in answers, the teacher builds further reasoning, while having the opportunity to present the concepts of the lecture material in the most convincing way. Students, thinking through the answer to the question, have the opportunity to independently come to conclusions and generalizations proposed by the teacher as new knowledge and feel the importance of the topic under discussion .

Lecture-discussion. In a lecture-discussion, the teacher, when presenting the lecture material, organizes a free exchange of opinions, ideas and views on the issue under study in the intervals between logical sections. This form of training:

enlivens the learning process,

activates the cognitive activity of the audience,

allows the teacher to manage the collective opinion of the group, using it to persuade and even overcome possible negative attitudes and erroneous opinions of students.

The effect of the lecture-discussion is achieved when correct selection questions and topics for discussion, which are determined and compiled by the teacher depending on the didactic tasks and characteristics of the audience. A successful discovery is often the transition to a discussion and analysis of specific work situations or real professional tasks with further conclusions.

The advantage of a discussion is that students are more willing to agree with the teacher’s point of view than during a lecture-conversation, in which the teacher practically pushes students to accept his position on the issue under discussion. Negative point Students may lack the ability to discuss and highlight the main thing, and as a result, the general confusion of the situation.

A case study lecture is similar in form to a discussion lecture, in which questions for discussion are replaced by a specific situation. It can be presented orally or in the form of a short and succinct video containing information sufficient for discussion. Discussion of a micro-situation can also be a prelude to a further traditional lecture and can be used to create an intriguing effect, focusing the audience’s attention on the material being studied. Micro-situations are discussed by the entire student audience, and the teacher activates its participation with questions addressed to individual students and the presentation of different opinions; directs in the right direction and unobtrusively leads to a collective generalization.

To the above, we add that the effectiveness of a lecture depends not only on how meaningful it is, but also on the personal and oratorical abilities of the lecturer. Among them, we highlight the following: eloquence, diction, confidence and persuasiveness of speech, logic and culture of speech, charm, tact, intelligence and intelligence of the lecturer. In addition, during the lecture it is extremely important to continuously maintain a high level of student motivation (Table 8).

Table 8. Continuous support of a high level of student motivation during lectures

Lecture stage	Purpose of the stage	Techniques and methods of stimulation positive motivation students
Theme formulation	Focusing attention, stimulating interest in the topic	Creating a problematic situation, showing contradictions and putting forward problems related to the topic of the lecture
Formulation of goals and objectives	Showing the structure of the lecture and its significance	Convincing students of the theoretical and practical significance of the lecture content
	Reporting new information	Formulating tasks and maintaining students’ cognitive interest, changing intonations, logical accuracy and clarity of presentation of content with elements of improvisation
Generalization and systematization of the lecture content	Deepening students' understandings and involving them in dialogue	Creating a discussion situation, encouraging students to comprehend and generalize the content of the lecture

Ultimately, the constant change of objects of attention, both among lecturers and listeners, forms a stable cognitive interest and favorable conditions for independent mental work.