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Introduction

School education has a great prerogative in human development, which should provide adequate knowledge and appropriate education in the process of developing the student’s personality as a full-fledged social member of society, since this age period determines the great potential prospects for the diversified development of the child.

Relevance. Today the main goal of the average secondary school- promote the mental, moral, emotional and physical development of the individual using various teaching methods.

Teaching method is a very complex and ambiguous concept. Until now, scientists dealing with this problem have not come to a common understanding and interpretation of the essence of this pedagogical category. And the point is not that insufficient attention was paid to this problem. The problem is the versatility of this concept. Translated from Greek, methodos means “path of research, theory,” otherwise - a way to achieve a goal or solve a specific problem. I. F. Kharlamov understands teaching methods as “methods of the teacher’s teaching work and the organization of educational and cognitive activities of students to solve various didactic problems aimed at mastering the material being studied.” N.V. Savin believes that “teaching methods are ways of joint activity between teacher and students aimed at solving learning problems.”

Modern advances in computer technology convincingly prove to us that teaching methods can also be understood as “a way of organizing the cognitive activity of students” (T. A. Ilyina) without the participation of a teacher at all. Thus, at the present stage of development of pedagogy, the following definition seems to be the most adequate: teaching methods are ways of organizing the student’s educational and cognitive activity with predetermined tasks, levels of cognitive activity, educational activities and expected results to achieve didactic goals. (8, 129)

In primitive society and in ancient times, teaching methods based on imitation prevailed. Observation and repetition of the actions of adults turned out to be dominant in the process of transferring experience. As the actions mastered by a person became more complex and the volume of accumulated knowledge expanded, simple imitation could no longer ensure a sufficient level and quality of the child’s assimilation of the necessary cultural experience. Therefore, a person was simply forced to switch to verbal methods of teaching. This was a kind of turning point in the history of education; It has now become possible to transfer a large amount of knowledge over a short time. The student’s responsibilities included carefully memorizing the information transmitted to him. In the era of great geographical discoveries and scientific inventions, the volume of human cultural heritage increased so much that dogmatic methods could hardly cope with the task. Society needed people who not only memorized patterns, but also could apply them. Consequently, visual teaching methods have reached their maximum development, helping to apply the acquired knowledge in practice. The shift towards humanitarian principles and ideals leads to the disappearance of authoritarian teaching methods, and they are replaced by methods of increasing student motivation. Now it was not the rods that should motivate the child to study, but an interest in learning and results. Further search led to the widespread use of so-called problem-based teaching methods based on the student’s independent movement towards knowledge. The development of the humanities, primarily psychology, has led society to the understanding that a child needs not only education, but also the development of his internal abilities and individuality, in a word, self-actualization. This served as the basis for the development and widespread use of developmental teaching methods. Thus, the following three conclusions can be drawn from the evolution of teaching methods:

1. No single method can provide the necessary results in full.

2. Follows from the previous one; good results can only be achieved by using a range of methods.

3. The greatest effect can be achieved using not multidirectional, but complementary methods that make up the system.

The purpose of the work is to explore teaching methods in modern school.

In accordance with the goal, the following tasks were formulated:

Consider the theoretical foundations of teaching methods;

Explore character traits some teaching methods in modern schools.

Characterize the teaching aids in the educational process.

Chapter 1. Theoretical foundations of teaching methods

1.1 Concept of teaching method

The teaching method is one of the main components of the learning process. If you do not use various methods, then it will be impossible to realize the goals and objectives of training. That is why researchers pay so much attention to clarifying both their essence and functions.

Nowadays, the development of a child’s creative abilities, his cognitive needs and the characteristics of his worldview must be given great attention. A.V. wrote about the importance of teaching methods. Lunacharsky: “It depends on the teaching method whether it will arouse boredom in the child, whether the teaching will glide across the surface of the child’s brain without leaving almost any trace on it, or, on the contrary, this teaching will be perceived joyfully, as part of a child’s game, as part of child's life, will merge with the child's psyche, become his flesh and blood. It depends on the teaching method whether the class will look at classes as hard labor and oppose them with their childish liveliness in the form of pranks and tricks, or whether this class will be welded together by unity interesting work and are imbued with noble friendship for their leader. Imperceptibly, teaching methods turn into educational methods. One and the other are closely connected. And education, even more than teaching, should be based on knowledge of the child’s psychology, on the living assimilation the latest methods" (17, 126)

Teaching methods are a complex phenomenon. What they will be like directly depends on the goals and objectives of the training. Methods are determined, first of all, by the effectiveness of teaching and learning techniques.

In general, a method is a method, or a system of techniques, with the help of which one or another goal is achieved when performing a certain operation. So, when determining the essence of a method, two characteristic features of it can be identified. Firstly, we should talk here about the sign of purposefulness of the action, and secondly, about the sign of its regulation. These are the so-called standard characteristics of the method in general. But there are also specific ones that relate only to the teaching method. These primarily include:

- some forms of movement of cognitive activity;

- any means of exchanging information between teachers and students;

- stimulation and motivation of educational and cognitive activities of students;

- control over the learning process;

- management of students’ cognitive activity;

- disclosure of the content of knowledge in an educational institution.

Moreover, the success of implementing the method in practice and the degree of its effectiveness directly depend on the efforts of not only the teacher, but also the student himself.

Based on the presence of numerous characteristics, we can give several definitions to the concept of teaching method. According to one point of view, the teaching method is a way of organizing and managing educational and cognitive activities. If we approach the definition from a logical point of view, then the teaching method can be called a logical method that helps to master certain skills, knowledge and abilities. But each of these definitions characterizes only one side of the teaching method. The concept was most fully defined at a scientific and practical conference in 1978. According to it, teaching methods are “ordered methods of interrelated activities of teachers and students, aimed at achieving the goals of education, upbringing and development of schoolchildren.”

A logical approach to determining the teaching method was proposed back in the pre-revolutionary years. ML later defended this approach. Danilov. He firmly believed that a teaching method is “a logical method used by a teacher through which students consciously acquire knowledge and master skills.” However, many researchers do not agree with this point of view, rightly arguing that they should also be taken into account mental processes in children of different ages. That is why in order to successfully achieve learning results it is so important to influence the development of mental activity. (19, 115)

Within the framework of this issue, the point of view of E.I. is also interesting. Petrovsky, who approached the definition of the content and essence of teaching methods from a general philosophical point of view. He proposed to distinguish two categories in teaching methods - form and content. Based on this, the researcher presented the teaching method as “a form of teaching content that corresponds to the immediate didactic goal that the teacher sets for himself and the students at the given moment of teaching.”

There are other concepts of learning content. According to one of them, teaching methods are considered “as ways of organizing the cognitive activity of students, ensuring the mastery of knowledge, methods of cognition and practical activities.” For special sciences and humanities, teaching methods will be different. For example, in biology, experiments, research and observations must be present. When teaching history, an indispensable condition should be working with reference books, newspapers, magazines, drawing up diagrams, i.e. extensive research activities aimed at studying historical monuments. Without this component it is impossible to study history. When studying literature, it is impossible to do without deep analysis text, research into the biography of the writer himself, the historical era in which he lived.

It is customary to distinguish between teaching and learning methods. Teaching methods contain not only methods, but also a description of how to organize learning activities. Moreover, any method can be chosen for training, it all depends on what goals he wants to achieve. Although sometimes one specific method is necessary to achieve success in teaching activities, others are ineffective.

The teaching method depends on:

1) from the purpose of the lesson. For example, 5th grade students need to learn verb conjugation. In this case, neither conversation nor coherent repetition will help students consolidate them. In this case, the most effective method would be for students to work independently, for example, doing exercises;

2) from the lesson stage. Yes, on initial stage- during the period of explanation of new material - the method of conversation or information given in new topic, are offered for home fixing. Consequently, during the lesson, students will already understand what is being discussed. To consolidate the material, it is proposed to perform a number of exercises at home and remember what you have covered previously. A conversation between a teacher and students also helps;

3) on the content of training. Each item has its own specific features, accordingly, a certain method is required to master it. For example, when studying physics and chemistry, students are asked to do a number of laboratory works. Thanks to this, they can consolidate and apply the acquired theoretical knowledge; 4) on the mental characteristics and capabilities of students. For older and older students younger age they will be different. Small children get tired of doing the same thing very quickly. for a long time, so it is not advisable to use one method when working with them. In this case, it is better to alternate methods of exposure. You can use the game method, since younger schoolchildren have a high need for motor activity. But here the teacher should constantly ensure that the methods used meet the learning objectives; 5) depending on local conditions. Both the population of children and local conditions play a role here. For example, in botany lessons it is necessary to visually show several types of plants. This will not be difficult for a rural teacher to do, but it may cause some difficulties for a city teacher. If it is not possible to show the material being explained using a live example, you should use other means, for example, make diagrams or drawings and show them on the board;

6) from the availability of teaching aids. Visual aids play a huge role in choosing a teaching method. It happens that without it it is simply impossible to explain new material. So, for example, while studying geometric shapes, you can make flat and three-dimensional models, include watching a movie or photographs in the lesson;

7) from the personality of the teacher. For example, some teachers can explain a topic in a very long and interesting way, keeping the class's attention until the end of the lesson. For others, on the contrary, live, long-term communication is difficult. Therefore, it is quite natural that they will use another method that is more acceptable to them. But this does not mean that the teacher should use the same methods that he likes. It is necessary to apply the best ones, as a result of which the effectiveness of training will increase. The choice of method is individual for each teacher and for each case.

It should be noted that the teacher must constantly improve his professional skills, expand the range of methods used and apply them in practice. Otherwise, when misuse teaching methods may have negative results. It is very important to remember that the methods must be used in combination, because a single method will not be able to achieve the objectives and learning objectives. As evidence, we can cite the words of Yu.K. Babansky. Reflecting on the problem of teaching methods in his book “Choosing Teaching Methods in high school", he said: “The more aspects the teacher justified the choice of a system of teaching methods (perceptual, epistemological, logical, motivational, control and regulatory, etc.), the higher and more durable educational results he achieves in the learning process during the same time allotted for studying the relevant topic.” (3, 125)

1.2 Classifications of teaching methods

There is no consensus on this issue in didactics. Therefore, there are several types of classification of teaching methods. For example, at first they tried to classify methods from the point of view of educational activities. According to it, they are divided into two groups.

1. Method of ready knowledge. In this case, students perceive, memorize and understand the information conveyed by the teacher.

2. Research method. It is aimed at independent study of the material and acquisition of knowledge.

At that time, much attention was paid to the research method. It was considered universal and opposed to all other teaching methods. Ultimately, this classification was abandoned. An attempt to classify the methods was also made by the Georgian researcher D.O. Lorkipanidze. In his opinion, methods can be divided into verbal, verbal, working with a book, writing and educational and practical exercises. They corresponded to such sources as books, textbooks, the teacher’s word, students’ practical activities, observations, and research. (19, 135)

Some scientists, in accordance with the sources of knowledge, divide methods into three categories:

1) verbal;

2) visual;

3) practical,

The developers of this classification were E.I. Golant, S.G. Shapovalenko, N.M. Verzilin. Due to the fact that the classification was simple and accessible, it became quite widespread. But still it did not receive general recognition. One of those who did not agree with this classification was R. G. Lemberg. He motivated his disagreement by the fact that word and speech are not a source of knowledge. In his opinion, the primary component in cognitive activity is the image. In turn, practice is not only a source of knowledge, but also a criterion of truth. Lemberg's comments on the issue that in the proposed classification of the group of researchers (Golanta, Shapovalenko, Verzilina) there are no clear boundaries for assigning methods to another group are justified. (8, 136)

There is also a classification of teaching methods according to didactic objectives. The result is the following.

1, The educational task is the acquisition of knowledge by students;

a) preparing students to listen to the teacher’s explanation. Methods: preliminary observations, preliminary reading of the material;

b) presentation of knowledge by the teacher. Methods: explanation, story, conversation, lecture, showing teaching aids, visual objects, conducting experiments;

c) thinking about the topic presented by the teacher and consolidating it in practice. Method: studying book and educational material",

d) acquisition of knowledge by students without prior explanation by the teacher. Methods: work with books, textbooks, practical experiments.

2. The educational task is to develop students' skills and abilities. Method: doing exercises.

3. The educational task is the application of knowledge by students in practice. Method: drawing up and solving problems, conducting laboratory and creative work.

4. The educational task is to consolidate the acquired knowledge and skills in practice. Methods: reading educational material, repeating some practical work and doing exercises, conducting conversations. Concluding discussions on previously studied material.

5. Educational task - testing knowledge and skills in practice. Methods: oral survey of the studied material, ongoing testing of knowledge through observation. Carrying out written and practical tests,

Despite its detail, this classification is also not ideal. The fact is that it cannot be clearly systematized, since some methods are used to solve different problems.

There is also another type of classification, according to which teaching methods are divided according to the degree of independence of students. Despite the fact that there is a grain of meaning in this division, the methods here are considered in accordance with the sources of knowledge gained, for example, when working with a book, textbook, during experiments, observations.

There is another classification proposed by researchers I.Ya. Lerner and L. Ya. Skatkin. In their opinion, teaching methods are ways of organizing the cognitive activity of students, with the help of which knowledge, skills and abilities are acquired during the learning process. So, they classify all methods into four categories. (8,137)

1. Explanatory and illustrative, or reproductive, method. This method is associated, first of all, with students’ assimilation of ready-made knowledge. The teacher imparts this knowledge to them in various forms, and they, accordingly, reproduce this knowledge.

2. Problematic method. In this case, students actively participate in discussing and solving various kinds of educational problems. These problems are put forward by the teacher himself for educational purposes.

3. Research method. Here the problem is solved by the students themselves. The teacher plays the role of organizer of students’ independent search activities.

4. Partial search method. This is a more accessible and simpler method compared to the research method. With its help, students acquire knowledge, skills and abilities at separate stages, called elements of the process of scientific knowledge. This is achieved by creating hypotheses, through observation or solving logical problems.

According to the authors of this classification, teaching methods in their traditional understanding are the external manifestation of the methods they named. In other words, the explanatory-illustrative method is similar to a demonstration, lecture, story, conversation, written exercises, working with textbooks, etc. As for the problematic method, it corresponds to the teacher’s evidence-based presentation, information learned from a textbook or popular science book, excursions and demonstrations. The research method is adequate to observations, experiments, drawing up plans, solving cognitive problems, designing, etc.

But this classification has also been criticized. Some researchers felt that it does not solve the didactic problem of classifying teaching methods. B.P. Esipov, the author of the textbook “Fundamentals of Didactics,” states the following on this matter: “The problem of teaching methods is replaced by the problem of the essence of the process of cognitive work of students during learning.” (8,139)

In this regard, some didactics suggest using the following division of teaching methods: verbal, visual, practical. But it should be noted that all these methods are used together or in various combinations. But in any case, practical methods are a mandatory addition, since the connection between theory and practice should not be broken. After all, everyone knows that theory without practice means little.

There is another classification of teaching methods proposed by M.I. Pakhmutov. It is a unique version of the classification developed by I.Ya. Lerner and M.N. Skatkin. Its author identifies four teaching methods, which he calls as follows: (8.139)

- information and performance;

- explanatory-reproductive;

- information retrieval;

- stimulating and exploratory.

Another classification is known, according to which teaching methods are divided into three large groups:

1) methods of organizing and carrying out educational and cognitive activities. They help ensure the process of mediation of educational information by the individual;

2) methods of stimulation and motivation of educational and cognitive activity. They provide the most important functions of regulating the educational process, as well as its cognitive, volitional and emotional activation;

3) methods of monitoring and self-monitoring of the effectiveness of the educational and cognitive process. They help the teacher control the educational work of students, and also carry out self-control of students. Each of these groups takes into account close interaction between students and teacher. It turns out that the teacher’s organizational skills play as important a role as the self-organization of the students themselves. The teacher must constantly stimulate students, due to which their internal stimulation occurs. Teacher control and student self-control are just as closely combined; in other words, they mutually determine each other.

This unique approach to teaching methods, according to some researchers, is associated with their diversity and the possible addition of new ways of learning. In this regard, it is not individual methods that are classified, but their groups. In addition, the number, like the methods, is not constant; it can vary if more detailed divisions are made within groups. Moreover, it should be noted that each of these methods performs several functions at once: educational, educational and developmental. In addition, each method has its own dominant function, according to which it can be classified into one group or another.

Within each group of methods, subgroups can be distinguished. In the first group (methods of organizing and implementing educational and cognitive activities), perceptual methods, or methods of organizing and implementing sensory perception of educational information, are considered. The second subgroup includes logical methods, or, as they are also called, methods of organizing and carrying out mental activity of an inductive, deductive and other nature. The third subgroup consists of gnostic methods, or methods of a reproductive and search nature. The last to be included in this group are management methods in teaching or, in other words, methods of managed and self-managed educational and practical activities.

Let's look at each subgroup in more detail. Perceptual methods include the following types;

1) verbal methods, which include conversation, story, lecture, etc.;

2) visual methods, including demonstrations, illustrations, etc.;

3) practical methods, which consist of exercises, laboratory experiments, work activities, etc.

The system of perceptual methods includes not only sources of information, but also the nature of sensory perception, which includes visual, auditory and proprioceptive-tactile. As for classification from the point of view of logic, it is usually customary to distinguish between inductive and deductive, analytical and synthetic teaching methods. With the inductive method, the process of cognition proceeds from the particular to the general, and with the deductive method, on the contrary, from the general to the particular.

Speaking about methods of stimulation and motivation, several subgroups should be distinguished. The main types of motives of students are, firstly, motives of cognitive interest, and secondly, motives of duty in learning. Thus, the following two subgroups are distinguished:

- methods of developing interest in learning;

- methods for developing duty and responsibility in learning.

In addition to all the teaching methods listed above that stimulate the work of students, there are also specific ones aimed at mastering knowledge and skills and performing the function of developing cognitive interest. These types of methods include the following methods:

- educational games;

- educational discussions;

- creating situations of emotional and moral experiences, as well as entertaining, relying on previously acquired life experience, and cognitive novelty.

As for the development of motives of duty and responsibility, the following methods can be included:

- students’ beliefs about how socially and personally significant learning is;

- presenting demands. The success of the teaching depends on their compliance;

- exercises and training to comply with requirements;

- a positive example;

- creating favorable communication;

- encouragement or reprimand, etc.

Methods of control and self-control include:

- oral control;

- written control;

- laboratory and practical control;

- programmed and non-programmed control;

training school educational traditional computer

Chapter 2. Characteristics of teaching methods

2.1 Traditional teaching methods in school

Verbal methods in teaching

Verbal methods of presentation usually include story, conversation, explanation and school lecture. At first they were treated with great distrust, considering them a relic of the past. But since the 1930s. the situation began to change radically. At the present stage of development of didactics, verbal methods are given a significant place. But other methods are also used.

When using verbal methods, you should take into account the pace and tone of the presentation of the material. The pace should not be too fast, as this makes it difficult to perceive and understand what is heard. If the pace of speech is too slow, students gradually lose interest in the material being presented. Too loud or quiet, as well as monotonous presentation, have a negative impact on the assimilation of material. Sometimes, to defuse the situation, a joke or an apt comparison is appropriate. Further learning of the subject depends on how interesting the educational material is presented. If a teacher's presentation is boring, students may begin to hate the subject they teach. Now let's take a closer look at each separate form oral presentation of knowledge.

Presentation is a coherent presentation of material by a teacher when he reports facts about which students do not yet know anything. In this regard, the method is used when the student does not yet have any knowledge about the topic being studied. The second case when this method is used is to repeat material that has already been studied. Thus, the teacher summarizes or helps to consolidate the material already studied.

Presentation educational material may be in the form of an explanation or description. This is the so-called strict scientific-objective message. It is used when the material being communicated to students is unfamiliar to them, and the facts during the study of this material cannot be observed directly. For example, this applies to explaining a topic related to the study of the economy or way of life of other countries, or, for example, when studying patterns in chemistry and biology. Very often, an explanation can be combined with observations, questions from students, and questions from the teacher to students. You can check how correctly and accurately the knowledge was acquired using this method with the help of exercises and practical work.

The presentation of the material can be in the form of a story or an artistic description. This is done when using expressive means. A story is a figurative, emotional and lively presentation of material, which is carried out in narrative or descriptive form. It is used mainly when presenting humanitarian subjects or biographical material, when characterizing images, phenomena of social life, as well as natural phenomena. The story has its advantages. If it is lively and exciting, it can greatly influence the imagination and feelings of students. In this case, schoolchildren are able to experience the same feelings as the teacher in order to jointly understand the content of the story. Moreover, such descriptions influence the aesthetic and moral feelings of students.

The duration of the story should be no more than 10-15 minutes for primary grades and 30-40 for seniors. A special role here is played by visual aids, introducing elements of conversation, as well as summarizing results and conclusions to what has been said.

The educational lecture is usually used in high school. It is distinguished by its economy in time, great scientific rigor in the presentation of educational material and enormous educational significance for students. As a rule, the topics for lectures are the fundamental sections of the curriculum. The lecture allows the use of films, demonstration visual aids and conducting experiments. Very often during lectures, the teacher can address the class with questions that arouse the interest of the children. This creates any problematic situations, then the teacher invites the class to resolve them. (27, 15)

The lecture begins with the teacher announcing its topic and highlighting the issues that will be discussed. In some cases, he may offer to draw up a lesson plan for the class itself while listening to the lecture material. At subsequent stages, it is necessary to teach students to make brief notes on the main theses and concepts behind the lecturer. Can be used various tables, diagrams and drawings. At first, the teacher himself must tell the students what needs to be recorded on paper, but in the future they need to learn to capture such moments, focusing on the pace and intonation of the teacher’s presentation of the material.

To speed up the process of recording material in writing, the teacher must inform students about the possibility of using generally accepted abbreviations and notations. At the end of the lecture, students can ask questions. And the answers are asked to be given either by other students, or by the teacher himself.

When presenting the material, the teacher needs to remember some rules. Firstly, the speech must be clear, concise and understandable. Secondly, cumbersome sentences should be avoided, and terms that arise during the presentation must be immediately clarified. You can write them on the board. This also includes unpronounceable names and historical dates.

It is very important that students see their teacher while presenting the material. Therefore, it is better if he stands in one place rather than walking around the class. In addition, in order to establish the necessary contact with the class, the teacher himself must see all the students. This will make it easier for him to keep their attention. At the same time, he will be able to see whether they have time to assimilate the material presented or whether something is unclear to them.

The teacher’s facial expressions and gestures are no less important. To better understand the topic, it is necessary to divide it into semantic parts and after each one draw general conclusions and summarize. It is very useful for learning the material to repeat what the teacher said, but in your own words. If the class's attention is distracted by something, it doesn't hurt to pause. A great way to maintain attention is to raise and lower your voice. While presenting the material, the teacher can ask rhetorical questions to which it is advisable for students to answer. If this is a junior class, then the recordings should be made under the strict supervision of the teacher.

Preliminary preparation of the material plays a significant role. But this does not mean that the teacher should read his notes during class. You can look at the notes so as not to lose your train of thought and clarify the next stage of presentation. Still, it is necessary to strive to freely present educational material.

However, exposition as a teaching method has both advantages and disadvantages. As for the advantages, in the shortest possible time allotted for explaining the material, the teacher can convey to students all the necessary information. In addition, there are educational purposes in this.

But there are also disadvantages. Firstly, while the teacher is presenting the material, students cannot be active enough. The most they can do is listen carefully to his speech and ask questions. But in this case, the teacher cannot sufficiently check how much the students have mastered the knowledge. Therefore, in the first years of teaching (up to 3rd grade), the teacher should avoid this method or use it as little as possible. Moreover, if the presentation is nevertheless used, then it should not take more than 5 or 10 minutes.

You can increase the effectiveness of perception of the material presented by the teacher if you simultaneously refer to manuals. Students will be able not only to listen to the teacher, but also to look at the manual from time to time if something becomes unclear. This is especially important if it is necessary to clearly show the material (for example, a description appearance animals or a story about what the most ancient tools looked like). To better assimilate the material presented, you can use visual aids (paintings, photographs, kerosene lamps, watches, etc.). Well, to make the speech more vivid and visual, you can draw diagrams and tables on the board.

Another verbal method is conversation. A characteristic feature of a conversation is the participation of both teacher and student. The teacher can ask questions and the students answer them. In the process of studying through this method, students master the material and gain new knowledge using their logical thinking. This method is an excellent means for consolidating and testing the studied material, as well as for repeating it.

The teacher uses the conversation method when students already know something about a particular topic. Questions to which students already know the answers are alternated with questions that are unfamiliar to them. During the conversation, students connect them together and thus acquire new knowledge, expanding and deepening what they already know. There are several types of conversation: catechetical, heuristic, testing, hermenical.

Catechetical conversation

Translated from the Greek, katecheo, or “catechetical,” means “I teach, I instruct.” This method first appeared in the medieval period, and even then it began to be widely used in practice, imparting new knowledge to students. In church literature there is a textbook called “Catechism”, which is built on the same principle. All religious dogmas in this textbook are divided into questions and answers. However, the modern method of catechetical conversation has one significant difference from the medieval similar method: if in the Middle Ages they memorized the material without comprehension, then in modern world Students are required to be independent in mental work.

This method is necessary, first of all, in order to monitor the learning process and find out how much the material has been learned. In addition, this method is widely used to consolidate what has already been learned. With the help of catechetical conversation, thinking is perfectly developed and memory is trained. It was found that when asking questions in a certain way, students remember and consolidate their knowledge well. Moreover, they are able not only to remember material already studied, but also to present it competently. At the same time, knowledge is perfectly systematized and placed “on the shelves.” In addition, the teacher has an excellent opportunity to monitor how correctly the material is understood.

Heuristic conversation

Translated from Greek, heurisko means “I find.” One of the generally accepted masters of such conversation was Socrates. Here's what they say about him on this matter: “Socrates never gave ready-made answers. With his questions and objections, he tried to guide his interlocutor to the right decisions... Socrates’ goal was not knowledge itself, but to awaken people’s love for knowledge.”

In this regard, the method received another version of the name - Socratic.

This method also has its own distinctive features. New knowledge when using it is acquired through the efforts, first of all, of students. They receive them in the process of independent thinking. Students acquire further knowledge and discoveries by using previously studied topics by independently “discovering” laws and rules. Then they summarize and draw conclusions.

Speaking about the advantages of this method, Disterweg wrote, “that it is much more important for students to learn the ways to the proof than the proof itself. In general, knowledge of the ways in which thinkers arrived at their conclusions contributes more to education than knowledge of those conclusions alone.” (3.79)

However, heuristic conversation can not be used by every teacher, but only by those who are well prepared didactically. In a word, he must be an experienced person who knows his business. And students should be able to think independently. However, this method will only be effective if the teacher can interest the students and involve them in active work in the class.

This method cannot always be implemented in practice to a sufficient extent, since very often children with different mental abilities, so some people engage in heuristic conversation and others don’t. So this method should be used when the mental abilities of each child are clarified. Only if the students meet the requirements can this teaching method be used.

Let's compare the two types of conversations and see what their similarities and differences are. Thus, catechetical conversation contributes to the development of memory and thinking of students. At the moment when students answer the teacher’s questions, they rely on previously acquired knowledge. Thus, they are processed and systematized. This method is used to test students' knowledge.

As for the heuristic conversation, it is aimed at students gaining new knowledge. During such a conversation, the logical abilities of independent thinking also develop. Through mental efforts, students discover new knowledge. And if in a catechetical conversation, when the teacher asks a question, only one student answers it, then in a heuristic conversation there are many student answers.

The basis for using these methods is the previously acquired knowledge and experience gained. The successful use of these methods requires active collaboration under the strict guidance of the teacher, as well as careful preparation of the teacher himself. As a rule, in lower grades the conversation should last no more than 10-15 minutes. As for high schools, here its time can be increased.

Test conversation

This form is considered special. Despite the fact that the form of its conduct coincides with the forms of previous types of conversations, there are some differences. First of all, they are connected with the fact that its individual parts are very important. So, during this conversation, several students answer questions, and previously studied material is reviewed. The test conversation serves to control the student’s level of knowledge.

As a rule, the teacher himself asks the question and decides which student will answer it. The student's knowledge must be expressed not only in his own manner, but also with his own examples. And the teacher can make sure that the student thinks independently and understands what he is talking about, and is not just memorizing topics. To do this, the teacher sometimes formulates his question differently, not as stated in the textbook, and therefore poorly learned material makes itself felt. Such a student will not be able to answer it because he taught his lessons in bad faith. Sometimes the teacher selects a student before asking a question. During such a conversation, after each student’s answer, he must not only give him a grade, but also logically justify it.

Sometimes a survey on a studied topic is carried out using a testing method in order to find out how the theoretical material has been learned. Sometimes test conversations are carried out when it is necessary to find out how well students have mastered certain skills. Sometimes a test conversation is structured in such a way that the student needs to apply all his knowledge and skills in practice, and the teacher already evaluates them from the point of view of mastery and correctness. However, one of the disadvantages of this method is that the teacher will be able to identify knowledge and skills only selectively, without covering the entire class. But through periodic questioning, a full picture of the class's diligence does emerge. Typically, a test conversation with one student lasts no more than 5 or 10 minutes.

Germenic conversation

Translated from Greek, “hermenic” means “to interpret, to explain.”

There is a science called hermeneutics, the purpose of which is to interpret and explain texts, paintings and pieces of music. A hermenic conversation can also be carried out when students have texts at hand. The main goal of this method is to teach the child to independently use books, models, and paintings. In addition, with the help of such a conversation, the teacher teaches and guides his students to correctly understand and interpret texts. As with other types, a question-and-answer form is used in hermenic conversation.

This type of conversation also includes explanatory reading. Very often this method is used when studying foreign languages and when presenting well-known concepts, for example, information on geography, history and natural science. This method is used along with others. It is very important for teaching in the lower grades.

To correctly apply the conversation method, you must adhere to certain rules. First, ask a question or pose a problem in such a way that it interests the student. They should be based on personal experience and previously acquired knowledge. None of the questions asked by the teacher should be too easy; it is important that the student can still think about it.

Questions should be asked of the whole class. It is very important to keep the attention of those guys who are not involved in the conversation. It is also necessary to take into account the student's desire to answer questions. We must remember that they should not be equally easy or difficult: both should be present, so that both weak and strong students can take equal part in the conversation. We should not forget about those who are reserved and quiet. After all, the fact that they don’t raise their hands and don’t answer in unison, along with everyone else, doesn’t mean at all that they don’t know anything. Moreover, care should be taken to ensure that the same students do not answer the same questions during lessons.

It is equally important for a successful conversation to know how to pose a question. Questions should be simple and specific. Moreover, their task is to awaken students' thoughts.

The conversation method has a number of advantages and disadvantages. First, if the teacher is sufficiently qualified, then conversation will enliven the learning process; There is also the opportunity to monitor the level of knowledge. This method promotes the development of correct, literate speech in students. Moreover, they have the opportunity to think independently and acquire new knowledge.

Sometimes conversation can have a negative impact on learning. This happens if the teacher, listening to the students’ answers, is distracted from the purpose of the lesson and begins to talk about completely different topics. Not only will he lose a lot of time that he could spend on studying or consolidating the material, he will not be able to survey the entire class.

Visual teaching methods

Visual teaching methods contribute to the assimilation of educational material. As a rule, visual methods are not used separately from verbal and practical ones. They are intended for visual and sensory acquaintance with various kinds of phenomena, objects, processes, etc. Familiarization takes place with the help of various drawings, reproductions, diagrams, etc. Lately In schools, screen-based technologies are increasingly being used.

Visual methods are usually divided into two groups:

- illustration methods;

- demonstration methods.

The illustration method is characterized by the display of various kinds of illustrative aids, tables, diagrams, sketches, models, posters, paintings, maps, etc.

Demonstration method - inclusion of instruments, experiments, films, technical installations, filmstrips, etc. in the educational process.

Despite the division of visual methods into illustrative and demonstrative, this classification is very conditional. The fact is that some visual aids can refer to both illustrations and demonstrative aids. Recently, computers and information Technology, which make it possible to perform a lot of actions, including modeling the processes and phenomena being studied. In this regard, computer classes have already been created in many schools. Students can get acquainted with working on a computer and see in action many processes that they previously learned about from textbooks. Moreover, computers allow you to create models of certain situations and processes, view answer options and subsequently select the optimal ones.

Using visual methods, it is necessary to take into account some features:

- First of all, we must take into account the age of the students;

- There must be moderation in everything, including when using visual aids, i.e. they should be demonstrated gradually, in accordance with the moment of the lesson;

- visual aids must be displayed so that they can be seen by every student;

- when showing visual aids, the main points (main thoughts) should be clearly highlighted;

- before giving explanations, they are carefully thought out in advance;

- When using visual aids, remember that they must exactly correspond to the material being presented;

- visual aids are designed to encourage schoolchildren to search for them themselves necessary information.

Practical teaching methods

Practical teaching methods are necessary to develop practical skills in students. The basis of practical methods is practice. There are several types of practical methods:

- exercises;

- laboratory works;

- practical work.

Let's look at each of these methods in more detail.

Exercises are repeated performances of actions, both verbal and practical, aimed at improving their quality and mastering them. Exercises are necessary for absolutely every subject, as they develop skills and consolidate acquired knowledge. And this is typical for all stages of the educational process. However, the methodology and the very nature of the exercise for different educational subjects will vary because they are influenced by the specific material, the issue being studied, and the age of the students.

There are several types of exercises. By nature they are divided into: 1) oral; 2) written; 3) graphic; 4) training and labor.

According to the degree of independence of students, these are: reproducing exercises, i.e. facilitating the consolidation of educational material; training exercises, i.e. used to apply new knowledge.

There are also commentary exercises, when the student speaks out loud and comments on his actions. Such exercises help the teacher in his work, as they allow him to identify and correct typical mistakes in student answers.

Each type of exercise has its own characteristics. Thus, oral exercises make it possible to develop the student’s logical abilities, memory, speech and attention. The main characteristics of oral exercises are dynamism and time saving.

Written exercises serve a slightly different function. Their main purpose is to consolidate the studied material and develop skills and abilities. In addition, they, like oral exercises, contribute to the development of logical thinking, written language culture and independence of schoolchildren. Written exercises can be used either alone or in combination with oral and graphic exercises.

Graphic exercises - work of schoolchildren related to the preparation of diagrams, graphs, drawings, drawings, albums, technological maps, stands, posters, sketches, etc. This also includes conducting laboratory and practical work and excursions. As a rule, graphic exercises are used by the teacher in conjunction with written ones, since both are needed to solve common educational problems. With the help of graphic exercises, children learn to better perceive and assimilate the material. Moreover, they perfectly develop spatial imagination in children. Graphic exercises can be training, reproduction, or creative.

Educational and labor exercises are practical work of students aimed at developing production and labor activities. Thanks to such exercises, the student learns to apply theoretical knowledge in practice, in work. They also perform an educational role.

However, exercise cannot become effective on its own unless certain conditions are taken into account. First, students must do them consciously. Secondly, when performing them, it is necessary to take into account the didactic sequence; So, first, schoolchildren work on exercises to memorize educational material, then on exercises that help memorize it. After this, there are exercises to reproduce what was previously learned in a non-standard situation. In this case, they play a significant role Creative skills student. Equally important for mastering the school curriculum are exercises called “problem-searching.” They provide an opportunity to develop intuition in children.

Another type of practical methods is laboratory work, i.e. Conducting experiments by schoolchildren according to instructions and under the guidance of the teacher. In this case, various devices, instruments and technical means are used, with the help of which the children study some phenomenon.

Sometimes laboratory work is a research process to study a single phenomenon. For example, observations can be made of plant growth, weather, animal development, etc.

Slide captions:

Teaching methods in a modern school Presentation by a primary school teacher at MBOU “Secondary School No. 11” in Vyazniki Svetlana Viktorovna Demidova “There are exactly as many good methods as there are good teachers” D. Polya

“Tell me - I will forget, Show me - I will remember, Involve me - I will understand.” Chinese proverb: “All knowledge remains dead if initiative and initiative do not develop in students: students must be taught not only to think, but also to want.” N.A. Umov The development of a schoolchild occurs more effectively if he is involved in activities.

A person remembers 10% of what he reads, 20% of what he hears, 30% of what he sees; 50-70% is remembered when participating in group discussions, 80% - when independently discovering and formulating problems. 90%, when the student is directly involved in real activities, in independently posing problems, developing and making decisions, formulating conclusions and forecasts.

An essential component of pedagogical technologies are teaching methods. Teaching methods are ways of interrelated activities of teachers and students to implement the tasks of education, upbringing and development. (Yu. K. Babansky). Teaching methods are ways of teaching work by a teacher and organizing educational and cognitive activities of students to solve various didactic tasks aimed at mastering the material being studied. (I.F. Kharlamov).

“The methods used in educational activities should arouse the child’s interest in understanding the world around him, and the educational institution should become a school of joy. The joys of knowledge, creativity, communication." V.A. Sukhomlinsky

Requirements for teaching methods Scientific methods. Availability of the method, its compliance with the psychological and pedagogical development capabilities of schoolchildren. The effectiveness of the teaching method, its focus on solid mastery of educational material, on fulfilling the tasks of educating schoolchildren. The need to systematically study and use innovative methods in your work.

The choice of teaching methods depends on: The general and specific learning objectives; content of the material of a particular lesson. From the time allotted for studying this or that material. Depending on the age characteristics of the students and the level of their cognitive abilities. Depending on the level of preparedness of students. From the material equipment of the educational institution, the availability of equipment, visual aids, and technical means. From the capabilities and characteristics of the teacher, the level of theoretical and practical preparedness, methodological skills, and his personal qualities.

Features of a modern lesson Modern lesson- a free lesson, a lesson freed from fear: no one scares anyone and no one is afraid of anyone. A friendly atmosphere is created. Formed high level motivation. Given great importance ways academic work. Special attention is paid to the development of students' skills in independent cognitive activity and a creative attitude to the educational process.

Organizational basis of the lesson: Everything works and everyone works. Everyone's opinion is interesting and everyone's successes are pleasing. Everyone is grateful to everyone for their participation, and everyone is grateful to everyone for their progress towards knowledge. Trust in the teacher as the leader of group work, but everyone has the right to an initiative proposal. Anyone and everyone has the right to express an opinion regarding the lesson.

A student is an active subject of the educational process, showing independence in developing and making decisions, ready to take responsibility for his actions, self-confident, and purposeful. A teacher is a consultant, mentor, partner. The teacher’s task is to determine the direction of work, create conditions for student initiative; competently organize students' activities.

Features of modern teaching methods A method is not the activity itself, but the way it is carried out. The method must necessarily correspond to the purpose of the lesson. The method does not have to be wrong, only its application can be wrong. Each method has its own subject content. Method always belongs acting person. There is no activity without an object, and there is no method without an activity. (According to M.M. Levina)

The learning process should evoke in the child an intense and internal urge for knowledge and intense mental work. The success of the entire educational process largely depends on the choice of methods used.

My personal position: The optimal combination of forms of work in the classroom. Teaching students the basic techniques of educational activities. Development of thinking processes in students. Creating conditions to ensure high student activity in the lesson. Implementation of the principle of individual approach.

Relying on modern achievements pedagogy, psychology and methodology, I proceed from the following provisions: The need for knowledge is one of the most important human needs. Interest in knowledge as a deep orientation of the individual and a stable motive for learning awakens creative thinking and creates favorable conditions for the manifestation of creative individuality. The leading principles that make it possible to implement the assigned tasks are: the principle of developing and educating education; the principle of developing students' creative abilities; the principle of creating a positive emotional background of educational activities; the principle of humanization of primary education.

My activities are aimed at providing conditions for personal development, making the process streamlined and manageable, and forming thinking subjects. I try to combine scientific teaching with accessibility, vivid clarity with play, and ensure that all students work with enthusiasm. This is facilitated by the set of teaching skills that I possess. Skills: I demonstrate to children my complete trust in them; I organize the presentation of new material in the form of a fascinating dialogue; I do not violate the unity of the logical structure of the lesson; I proceed from what the students have intrinsic motivation to learning; I try to involve students in activities that awaken the joy of learning and arouse persistent curiosity. Helps create an atmosphere of success in educational activities individual approach to students.

School motivation According to the results of the “School motivation” diagnostic, it was revealed: Based on this, I determined the levels of cognitive activity of students.

Primary level Passive children have difficulty getting involved in work and are unable to solve a learning task. Goal: awakening interest in educational activities, creating prerequisites for the student to move to a higher cognitive level. Content of the activity: “creating an atmosphere of success”; “emotional recharging”; "active listening"; “complimentary” style of communication.

Medium level Children's interest in certain learning situations related to interesting topic or unusual methods. Goal: to develop students’ ability to strengthen achieved success, show interest in intellectual and volitional efforts. Contents of the activity: keep attention in a state of “intense surprise”; alternating activities in accordance with health requirements in the lesson; usage emotional techniques, games.

High level Students are actively involved in all forms of work. Goal: fostering the need to find non-standard solutions, self-expression and self-improvement. Content of the activity: use role-playing situations; problematic tasks; work with additional sources. Effectiveness: achieved success awakens interest in learning and implies the transition of each student to a higher level.

To ensure cognitive activity and cognitive interest of students at various stages of the lesson, I use active forms and working methods. I consider the most productive: Game forms; Organization of group, pair and individual work; Organization of independent activities of students; Creation of specific situations, their analysis; Posing questions that activate dialogue. Problem-based learning. Must be applied various methods and find new ones. The school should be a pedagogical laboratory, the teacher should show independent creativity in his teaching and educational work. L.N. Tolstoy.

The game “The child does not get tired of work that meets his functional life needs.” S. Frenet Didactic games - arouse keen interest in the process of cognition, activate students’ activities, and help them more easily assimilate educational material. Role-playing games are a small scene played out by students, helping to visualize, see, and revive circumstances or events familiar to students. In mathematics lessons, to develop activity and attention, I conduct mental calculations with game elements.

Pairs and Groups This method gives students more opportunities to participate and interact. Working in pairs and groups develops in children the ability to accept a common goal, share responsibilities, agree on ways to achieve the proposed goal, correlate their actions with the actions of their partners, and take part in comparing goals and work. To work on the topic of the lesson, the “Hives” and “Business Cards” methods are used for groups of rotating or permanent composition. I use the “Creative Workshop” method with great success in general lessons.

Problematic methods. Not from knowledge to problem, but from problem to knowledge. Contribute to the development of intellectual, objective and practical motivational spheres of the individual. A problematic question is a question that requires intellectual effort, analysis of connections with previously studied material, an attempt to compare, and highlight the most important provisions. A problematic situation is a comparison of two or more mutually exclusive points of view. Problem-based assignments are assignments that pose problems for students and direct them to independently search for solutions.

Project method A method that comes from children's needs and interests, stimulates children's initiative, with its help the principle of cooperation between a child and an adult is realized, allowing one to combine the collective and individual in educational process. Focused on the development of research and creative activity of students, on the formation of universal educational activities. I use it mainly in environmental lessons. “Visiting winter”, “My pets”, “The secret of my last name”.

The main stages of project activity - Selecting a project topic. - Working with different sources. - Selecting the form for presenting the project. - Project work. - Presentation of results. - Project protection. Summarizing. At the end of the work, the student must answer the questions: Did I accomplish what I intended? What was done well? What was done poorly? What was easy to do and what did I struggle with? Who could thank me for this project?

Method of discussion Where a person is a creator, there he is a subject. The need for communication is the first manifestation of the subject’s activity. The ability to communicate with each other and conduct a discussion allows each child to develop the ability to listen, speak in turns, express their opinions, and experience a sense of belonging in a joint collective search for truth. Students must know the rules of discussion. The teaching comes from the students, and I direct the collective search, pick up the right idea and bring them to conclusions. Students are not afraid to make a mistake in their answer, knowing that their classmates will always come to their aid, and together they will accept correct solution. To conduct discussions and make decisions, I use, for example, methods such as “Traffic Light” and “Brainstorming”.

ICT The use of ICT by primary school teachers in the educational process allows: to develop students’ skills research activities, Creative skills; strengthen learning motivation; to form in schoolchildren the ability to work with information, to develop - communicative competence; actively involve students in the learning process; create favorable conditions for better mutual understanding between teachers and students and their cooperation in the educational process. The child becomes thirsty for knowledge, tireless, creative, persistent and hardworking.

I use the unfinished story method mainly in literary reading lessons. Reading the text, I stop at the most interesting point. The child has a question: “What’s next?” If a question arises, it means there is a need to find out, which means the child will definitely read the text. "Reading with stops." 2-3 stops are highlighted in the text, and children are asked questions that encourage critical thinking. What made the hero do this? How will events develop further? The “Prediction Tree” technique is used. Children learn to argue their point of view and connect their assumptions with text data. What will happen next? How will the story end? How will events develop after the finale? Option 1 Option 2 Option 3

Methods for starting the lesson “Let’s smile at each other.” I smiled at you, and you will smile at each other, and think how good it is that we are all together today. We are calm, kind and welcoming. Exhale yesterday's resentment and anger, anxiety. Forget about them. Breathe into yourself the freshness of a clear day, the warmth of the sun's rays. Let's wish each other a good mood. Pat yourself on the head. Give yourself a hug. Shake your neighbor's hand. Smile at each other. "Greetings". Students walk around the class and greet each other, saying greetings or saying their names. This allows you to have a fun start to the lesson, warm up before more serious exercises, and helps establish contact between students within a few minutes.

Methods for clarifying goals “We know - we don’t know” The goals of using the method - the results of applying the method allow me to understand what students know from the material planned for the lesson and what they don’t. What knowledge can schoolchildren rely on when teaching new material? I ask students questions, leading them to the purpose and objectives of the lesson. Students, answering them, find out together with me what they already know about this topic and what they don’t. "Flower Field" Before we begin to clarify expectations and concerns, I explain why it is important to clarify goals, expectations, and concerns. Students write down their expectations on flowers. of blue color, and fears are red. Those who wrote down attach flowers to the clearing. After all the students attach their flowers, I voice them, after which we organize a discussion and systematization of the formulated goals, wishes and concerns. During the discussion, we clarify the recorded expectations and concerns. At the end of the method, I summarize the clarification of expectations and concerns. "Air balloons"

Summarizing methods allow you to effectively, competently and interestingly summarize the lesson and complete the work in the form of a game. For me, this stage is very important, because it allows me to find out what the children have learned well and what they need to pay attention to in the next lesson. “Cafe” I invite students to imagine that they spent today in a cafe and now I ask them to answer a few questions: - I would eat more of this... - I liked it most... - I almost overcooked it... - I overate... - Please, add... “Chamomile” Children tear off chamomile petals, pass colorful sheets around in a circle and answer the main questions related to the topic of the lesson written on the back.

“Final circle” The poster has a large circle divided into sectors: “My acquisition of new knowledge”, “My participation in the group’s work”, “I was interested”, “I liked doing the exercises”, “I liked speaking in front of the guys”. All students are asked to draw a circle with a felt-tip pen. The brighter the sensations, the closer to the center the circle is located. If the relationship is negative, the circle is drawn outside the circle.

Relaxation Methods If you feel that your students are tired, take a break and remember the restorative power of relaxation! Method "Earth, air, fire and water". Students, at the teacher’s command, depict one of the states - air, earth, fire and water. I myself take part in this, helping insecure and shy students to participate more actively in the exercise. "Funny Ball" "Physical exercises for the eyes."

Results Application of various forms and methods to ensure the inclusion of students in active cognitive activity, allows us to draw the following conclusions: Quality of knowledge

Student level of learning

Conclusion “Many subjects in school are so serious that it is useful not to miss the opportunity to make them a little entertaining.” It is necessary to use various forms, methods and techniques of teaching in primary school: they allow you to teach the material in an accessible, interesting, bright and imaginative form; promote better knowledge acquisition; arouse interest in learning; form communicative, personal, social, intellectual competencies. Lessons using active learning methods are interesting not only for students, but also for teachers. But their haphazard, ill-considered use does not give good results. Therefore, it is very important to actively develop and implement your own gaming methods into the lesson in accordance with individual characteristics of his class.

Good luck to everyone

28. Forms of education in a modern school.

Implementation of training requires knowledge and skillful use of various forms of organizing the educational process, their constant improvement and modernization.

Currently, the following forms of organizing educational work are used in modern schools: lessons, excursions, classes in educational workshops, forms of labor and industrial training, extracurricular activities, homework, forms of extracurricular educational work (subject clubs, studios, scientific societies, olympiads, competitions). The main directions of school reform indicate the need to expand the forms of educational work. Along with the lesson, you need to practice lectures, seminars, interviews, workshops, consultations more widely

29. Class-lesson system and its alternatives.

The school implements a class-based learning system. It is based on the idea of creating stable age-specific school classes and the need for systematic study of certain educational content with these classes throughout the entire school course. The classroom-lesson education system contributes to the implementation of the main task of the socialist school - to give general education to all children of the people at a high level. It provides the opportunity to work according to unified educational programs and to systematically and systematically provide socially necessary education. A stable class composition as the basis of a class-lesson education system creates educational teams, goals and relationships of mutual assistance that contribute to the achievement of the highest possible level of academic performance by all students.

The classroom-lesson system ensures the organization of systematic subject teaching. It provides for the specialization of teachers, and due to the fact that each of them teaches one or two subjects, a high level of training can be ensured.

The classroom-lesson education system makes it possible to conduct uniform training throughout the country according to state curricula. The same applies to all schools syllabus. Each training course is structured systematically and is divided into specific sections. The organizational unit of the system is the lesson. Thanks to the clearly visible structure of the classroom-lesson education system, it ensures a high degree of public control.

The classroom-lesson education system is characterized by appropriate material and technical equipment of the premises in which lessons are held. This applies not only to traditional classrooms and offices; lessons can be held in enterprises, museums, cultural and sports institutions. The classroom-lesson system of education ensures its close connection with the life of society.

30. Lecture-seminar form of training.

31. Lesson – as the main form of organization of learning.

The key element of the classroom-based teaching system is the lesson. (The classroom-lesson system of education is the highest form of group education.) A lesson is a form of organizing training with a group of students of the same age, a permanent composition, a lesson on a fixed schedule and with a uniform training program for all. The lesson is considered as the main form of organization of the pedagogical process, since here it is possible not only to organize educational and cognitive activities, but also the intellectual development of the child’s personality, management of the development of abilities, the formation of the students’ worldview, the need for knowledge, as well as his upbringing. The purpose of the lesson is to master new material as part of broader content, consciously perceive information, memorize it and consolidate it, and use it in practical activities. The lesson creates favorable opportunities for combining frontal, group and individual work for children. A lesson is always multifaceted, because all components of the learning process interact in it - pedagogical goals, didactic tasks, content, methods, technical equipment, etc. A lesson must be a logical unit of a topic, section, course. Based on this, we can highlight the features of the lesson that distinguish it from other forms of teaching: didactic purposes(correspond to learning functions); a certain amount of educational material; constant composition of students, equal in age; teacher's guidance of student activities; the sequence of various activities of the teacher and students depending on the structure of the lesson; limited time; clear scheduled time; compulsory lesson attendance; implementation in an optimal ratio of all didactic principles; reliance on the achieved level of knowledge.

Taking into account these general requirements The didactic requirements for the lesson are specified. They meet the educational, educational and organizational requirements for the lesson: a clear definition of educational objectives; determining the content of the lesson in accordance with the program, lesson objectives; choice of teaching methods ( active methods); the presence of interdisciplinary connections; use of the latest scientific achievements; development of all spheres of personality; acquisition of knowledge, development of skills and abilities; development of scientific worldview; clear lesson planning; Compliance with the lesson structure; multimedia approach to learning; adherence to training principles.

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Since the beginning of the 20th century, world pedagogical science has been working to ensure that education is used in both school and university education. The result of this work was the emergence of a type - specialized, national schools, lyceums, gymnasiums, colleges.

Changes also affected the structure of higher education. A multi-level system has emerged that unites institutions of postgraduate education, as well as those that provide higher education. International universities and private universities began to operate, and academies and universities became the main higher institutions.

In the pedagogical process innovative teaching methods provide for the introduction of innovations in the goals, methods, content and education, in the joint activities of the teacher and the student. These innovations may be specially designed, already developed, or new ones due to pedagogical initiative.

Methods of innovation in teaching at school

Today, many teachers, in order to achieve learning effectiveness, use modern technologies And . These methods include active and interactive forms, used in teaching. Active ones involve the student’s active position in relation to the teacher and those who receive education with him. During lessons using them, textbooks, notebooks, and a computer are used, that is, individual means used for learning.

Thanks to interactive methods, knowledge is effectively acquired in collaboration with other students. These methods belong to collective forms of learning, during which a group of students works on the material being studied, and each of them is responsible for the work done.

Interactive methods contribute to the high-quality assimilation of new material. These include:

Exercises of a creative nature;

Group assignments;

Educational, role-playing, business games, imitation;

Lessons-excursions;

Lessons-meetings with creative people and specialists;

Classes aimed at creative development- lessons-performances, making films, publishing newspapers;

Use of video materials, the Internet, visibility;

Solving complex issues and problems using “decision tree” and “brainstorming” methods.

That's why innovative teaching methods at school contribute to children, teach them to systematize and generalize the material being studied, discuss and debate. By comprehending and processing the acquired knowledge, students acquire the skills to apply it in practice and gain communication experience. Undoubtedly innovative teaching methods have advantages over traditional ones, because they contribute to the development of the child, teach him independence in cognition and decision-making.

Features of the application of teaching innovation methods in universities

The main task of a higher education institution at the present stage is to train specialists who are able to respond in a non-standard, flexible and timely manner to the changes that are taking place in the world. Therefore, they are used to prepare students for professional activities in the future.

These methods include the development of skills for solving problematic problems that do not have a clear answer, independent work on the material and the development of the ability to apply acquired knowledge in practice.

Also innovative teaching methods provide interactive training. It is aimed at active and deep assimilation of the material being studied, developing the ability to solve complex problems. Interactive activities include simulation and role-playing games, discussions, and simulated situations.

One of the modern methods is learning through collaboration. It is used for small group work. This method aims to effectively assimilate educational material, develop the ability to perceive different points of view, the ability to cooperate and resolve conflicts in the process of teamwork.

Currently used innovative teaching methods at university They also provide a method whose priority is It promotes the formation of individual moral attitudes based on developing the ability to present and defend one’s own opinion.

Innovative methods have made it possible to change the role of the teacher, who is not only a carrier of knowledge, but also a mentor who initiates students’ creative searches.

Teaching aids in a modern school. Coursework: Teaching methods in modern schools