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Modern teaching methods in basic school. Introduction to the lesson

Ministry of Education and Science of the Republic of Kazakhstan

Karaganda State University named after E.A. Buketova

Faculty of Education

Department of TimDiPPP

Teaching methods in modern school

Coursework in Pedagogy

Completed: st-ka gr. PiP-12

Checked by: teacher

______________________

Karaganda 2009

Introduction

Chapter 1. Theoretical Foundations of Teaching Methods in the Modern School

1.1 The concept of the teaching method

1.2 Classifications of teaching methods

Chapter 2. Characteristics of teaching methods in modern school

Conclusion

2.1 Traditional school methods

Verbal methods in teaching

It is customary to refer to the verbal methods of presentation a story, a conversation, an explanation and a school lecture. At first, they were treated very distrustfully, considering them a relic of the past. But since the 1930s the situation began to change radically. At the present stage of the development of didactics, verbal methods are given a significant place. But other methods are also used.

When using verbal methods, the pace and tone of the presentation of the material should be taken into account. 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. Negatively affect the assimilation of the material too loud or quiet, as well as monotonous presentation. Sometimes a joke or an apt comparison is appropriate to defuse the situation. The further assimilation of the subject depends on how interesting the educational material is presented. If the teacher's speeches are boring, students may hate the subject he teaches. Now let's take a closer look at each individual type of oral presentation of knowledge.

A presentation is a coherent communication of the material by the teacher when he reports on those facts about which the students still do not 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 the repetition of already learned material. Thus, the teacher sums up or helps to consolidate the material already studied.

The presentation of educational material can be in the form of an explanation or description. This is the so-called strict scientific-objective message. It is used in the case when the material communicated to the students is unfamiliar to them, and the facts cannot be directly observed when studying this material. For example, this concerns the explanation of a topic related to the study of the economy or the way of life of other countries, or, for example, when studying patterns in chemistry and biology. Very often, 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 learned 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 using expressive means. A story is a figurative, emotional and lively presentation of the material, which is carried out in a narrative or descriptive form. It is used mainly in the presentation of humanitarian subjects or biographical material, in the characterization of images, phenomena of social life, as well as natural phenomena. The story has its benefits. If it is lively and exciting, it can greatly affect the imagination and feelings of the students. In this case, students are able to experience the same feelings as the teacher in order to understand the content of the story together. Moreover, such descriptions have an impact on the aesthetic and moral feelings of students.

The duration of the story should be no more than 10-15 minutes for elementary grades and 30-40 for senior ones. A special role here is played by visual aids, the introduction of elements of the conversation, as well as summing up and conclusions to what has been said.

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

The lecture begins with the fact that the teacher announces her topic and highlights those issues that will be considered. In some cases, he may offer to draw up a lesson plan for the class itself in the process of listening to lecture material. In the subsequent stages, it is necessary to teach students to make brief notes of the main theses and concepts after the lecturer. You can use various tables, diagrams and drawings. At first, the teacher himself must tell the students what they need to fix on paper, but in the future they need to learn how to capture such moments, focusing on the pace and intonation of the teacher's presentation of the material.

To speed up the process of writing down the material, the teacher should inform the students about the possibility of using generally accepted abbreviations and notation. At the end of the lecture, students can ask questions. And the answers are proposed to be given either to other students, or they are given by the teacher himself.

When presenting the material, the teacher must remember some rules. Firstly, speech should be intelligible, concise and understandable. Secondly, cumbersome sentences should be avoided, and the terms that arise in the course of presentation should be immediately explained. You can write them on the board. This also includes difficult-to-pronounce names and historical dates.

It is very important that the students see their teacher during the presentation of the material. Therefore, it is better if he stands in one place, and not walk 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 if they have time to assimilate the material presented or if something is not clear to them.

Equally important are the facial expressions and gestures of the teacher. For better assimilation of the topic, it is necessary to divide it into semantic parts and after each draw generalizing conclusions and sum up. It is very useful for mastering the material to repeat what the teacher said, but in your own words. If the attention of the class is distracted by something, it does not hurt to pause. To maintain attention, a great way is to raise and lower your voice. During the presentation of the material, the teacher can ask rhetorical questions, to which it is desirable for students to answer. If this is a junior class, then the entries should be made under the clear supervision of the teacher.

The preparation of the material plays an important role. But this does not mean at all that the teacher should read his notes in class. You can look into the record so as not to lose your train of thought and clarify the next stage of the presentation. And yet, it is necessary to strive to freely tell the educational material.

However, presentation 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 the students all the necessary information. In addition, it also has educational purposes.

But there are also disadvantages. Firstly, when the teacher presents the material, the 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 education (up to grade 3), this method should be avoided or used as little as possible by the teacher. Moreover, if the presentation does apply, then it should not take more than 5 or 10 minutes.

You can increase the effectiveness of the 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 incomprehensible. This is especially important if it is necessary to visually show the material (for example, a description of the appearance of animals or a story about how the most ancient tools looked like). For better assimilation of the material presented, you can use visual aids (paintings, photographs, kerosene lamps, clocks, 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 the conversation is the participation in it of both the teacher and the student. The teacher can ask questions and the students answer them. In the process of learning through this method, students learn the material and gain new knowledge using their logical thinking. This method is an excellent tool for consolidating and checking the studied material, as well as for repeating it.

The teacher uses the method of conversation in the case when students already know something about a particular topic. Questions to which students already know the answers are interspersed with questions they do not know. 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, verification, hermenic.

catechetical conversation

Translated from the Greek language katecheo, or "catechetical", means "I teach, I instruct." For the first time this method 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 similar medieval method: if in the Middle Ages the material was memorized without understanding, then in the modern world, students are required to be independent in mental work.

This method is necessary first of all in order to control the learning process and find out how well the material learned has been mastered. 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 with a certain formulation of questions, students perfectly remember and consolidate their knowledge. Moreover, they are able not only to recall the material already studied, but also to correctly present it. At the same time, knowledge is perfectly systematized and stacked “on the shelves”. In addition, the teacher has a great opportunity to see how well the material is understood.

Heuristic conversation

Heurisko means "I find" in Greek. One of the generally accepted masters of such a conversation was Socrates. Here is what they say about him in this regard: “Socrates never gave ready-made answers. With his questions and objections, he tried to lead the interlocutor himself to the right decisions ... Socrates' goal was not knowledge itself, but the awakening of people's love for knowledge. In this regard, the method received another version of the name - Socratic. (8, 150)

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

Speaking about the advantages of this method, Diesterweg wrote, “that it is much more important for students to learn the paths to the proof than the proof itself. By and large, it is more educational to know the ways in which thinkers arrived at their conclusions than to know those conclusions alone. (3.79)

However, heuristic conversation can be applied not 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 be effective only if the teacher can interest students and involve them in active work in the classroom.

This method cannot always be implemented in practice to a sufficient extent, since very often children with different mental abilities are gathered in the same class, so someone participates in a heuristic conversation, and someone does not. 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 are their similarities and differences. Thus, catechetical conversation contributes to the development of memory and thinking of students. At the moment when the students answer the questions of the teacher, they rely on the knowledge they have already acquired. Thus, they are processed and systematized. This method is used to test students' knowledge.

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

The basis for the use of these methods is already obtained earlier knowledge and experience. The successful use of these methods requires active collaborative work under the strict guidance of the teacher, as well as careful preparation of the teacher himself. As a rule, in the lower grades, the conversation should last no more than 10-15 minutes. As for the senior classes, here her 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 the 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 the material already studied earlier is considered. Test conversation serves to control the level of knowledge of the student.

As a rule, the teacher himself asks the question and decides which of the students 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 for himself and understands what he is talking about, and not just memorizing topics. To do this, the teacher sometimes formulates his question in a different way, not as stated in the textbook, in connection with which the poorly learned material makes itself felt. Such a student will not be able to answer it, because he taught the lessons in bad faith. Sometimes the teacher selects the student before asking the question. In such a conversation, after each student's answer, he must not only give him an assessment, but also logically substantiate it.

Sometimes a survey on a studied topic by a verification method is carried out in order to find out how the theoretical material is learned. Sometimes testing conversations are held 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 in terms of assimilation and correctness. However, one of the disadvantages of this method is that the teacher will be able to reveal knowledge and skills only in an elective order, without covering the entire class. But through periodic questioning, the full picture of the class's diligence still emerges. Usually a test conversation with one student lasts no more than 5 or 10 minutes.

Hermenic conversation

Translated from Greek, "hermenic" means "to interpret, explain." There is a science called "hermeneutics", the purpose of which is the interpretation and explanation of texts, paintings and musical plays. Hermenic conversation can also be conducted when the students have texts at hand. The main goal of this method is to teach the child to use books, models, paintings independently. In addition, with the help of such a conversation, the teacher teaches and guides his wards to the correct understanding and interpretation of texts. As with other types, the question-answer form is used in the hermenic conversation.

Explanatory reading also belongs to this type of conversation. Very often this method is used in the study of foreign languages and in the presentation of well-known concepts, such as information on geography, history and natural science. This method is used along with others. It is very important for teaching in elementary grades.

In order to use the method of conversation correctly, it is necessary to adhere to certain rules. First, ask a question or raise a problem in a way that will interest the student. They should be based on personal experience and previous 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 to the whole class. It is very important at the same time to keep the attention of those guys who are not involved in the conversation. It is also necessary to take into account the desire of the student to answer questions. It must be remembered that they are not equally easy or difficult: both must be present, so that both weak students and strong ones can take an equal part in the conversation. We should not forget about those who are closed and quiet. After all, the fact that they do not raise their hands and do not answer in chorus, together with everyone, does not mean at all that they do not know anything. Moreover, care should be taken to ensure that the same students do not answer in the lessons.

It is equally important for a successful conversation to master the methodology of posing a question. Questions should be simple and specific. Moreover, their task is to awaken the thought of students.

The conversation method has a number of both advantages and disadvantages. First, if the teacher is sufficiently qualified, then the conversation will enliven the learning process; there is also an opportunity to control the level of knowledge. This method contributes to the development of correct, competent 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 answers of the students, 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 interview the whole 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-sensual acquaintance with various kinds of phenomena, objects, processes, etc. Familiarization occurs with the help of various drawings, reproductions, diagrams, etc. Recently, screen technology has been increasingly used in schools.

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.

The method of demonstrations is the inclusion of instruments, experiments, films, technical installations, filmstrips, etc. into 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 technologies have been widely used as visual ones, which make it possible to perform a lot of actions, including modeling the processes and phenomena under study. In this regard, computer classes have already been set up in many schools. Students in them can get acquainted with working on a computer and see in action many of the processes that they previously learned about from textbooks. Moreover, computers allow you to create models of certain situations and processes, view the answer options and subsequently choose the optimal ones.

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

First of all, it is necessary to take into account the age of the students;

There must be a measure 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 shown so that they can be seen by every student;

When showing visual aids, the main points (main thoughts) should be clearly distinguished;

Before giving explanations, they are carefully thought out in advance;

When using visual aids, remember that they must exactly match the material being presented;

Visual aids are designed to encourage students to look for the necessary information in them.

Practical teaching methods

Practical teaching methods are necessary for the formation of practical skills and abilities in schoolchildren. The basis of practical methods is practice. There are several types of practices:

Exercises;

Laboratory works;

Practical work.

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

Exercises are repeated actions, both oral and practical, aimed at improving their quality and mastering them. Exercises are necessary for absolutely every subject, as they form skills and consolidate the 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 subjects will be different, since they are influenced by the specific material, the issue under study 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) educational and labor.

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

There are also commenting exercises, when the student speaks out loud and comments on his actions. Such exercises help the teacher in his work, because they allow you to find and correct typical mistakes in the students' answers.

Each type of exercise has its own characteristics. So, oral exercises provide an opportunity to develop the logical abilities of the student, his memory, speech and attention. The main characteristics of oral exercises are dynamism and time saving.

A slightly different function is performed by written exercises. Their main purpose is to consolidate the studied material, to develop skills and abilities. In addition, they, like oral exercises, contribute to the development of logical thinking, the culture of written speech and the independence of schoolchildren. Written exercises can be used both separately and in combination with oral and graphic exercises.

Graphic exercises - the work of schoolchildren related to the preparation of diagrams, graphs, drawings, drawings, albums, technological maps, stands, posters, sketches, etc. This also includes 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 both training, reproducing, and creative.

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

However, exercises cannot become effective on their 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, students work on exercises to memorize educational material, then on exercises that help memorize it. After that, there are exercises to reproduce in a non-standard situation what was previously studied. In this case, the creative abilities of the student play a significant role. Equally important for the assimilation of the school curriculum are exercises called “problem-search”. They give the opportunity to develop intuition in children.

Another type of practical methods is laboratory work, i.e. conducting experiments by schoolchildren on assignment and under the guidance of a teacher. At the same time, various devices, tools and technical means are used, with the help of which the children study some phenomenon.

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

Sometimes schools pay great attention to the study of the region, in connection with this, students visit local history museums, etc. Lab work can take place within the lesson or go beyond it.

Conducting practical work is associated with the completion of the study of large sections. They, summarizing the knowledge gained by schoolchildren in the process of learning, simultaneously check the level of assimilation of the material covered. (11, 56)

2.2 Game and developmental teaching methods in modern school

Didactic games as a method of teaching at school

In the 60s. 20th century Didactic games have become widespread in schools. It has not yet been fully determined where they should be attributed: to teaching methods or considered separately. Scientists who take them out of the scope of teaching methods cite as evidence their features and going beyond all other grouped methods.

A didactic game is considered to be such a type of educational activity that models any studied object, phenomenon, process. The didactic game stimulates the student's cognitive interest and activity. Its main difference is that its subject is human activity.

Features of the educational game are:

An object created by learning activities;

Joint activities of all participants in the game;

Game rules, etc.

Recently, many teachers have accumulated a huge stock of various methodological developments of didactic games in academic subjects. And now more and more often began to use various computer games that are educational and developmental in nature. The advantages of didactic games were noted by K.D. Ushinsky, saying that a game for a child is life, a reality created by the child himself. In this regard, the game for the child is more accessible than the surrounding world, in terms of its understanding. Often, the process of the game itself is important for children, and not the result. The game is useful in all respects, since it not only helps the development of the child's abilities, but also relieves psychological stress, facilitates the entry of children into the complex world of human relationships. So the teacher, knowing these features, can successfully use this method of teaching not only in the upper grades, but especially in the younger ones. (25,113)

Problem method in modern education

This is another teaching method that became widespread in the 60s. 20th century This is due to the release of the work of V. Okon called "Fundamentals of Problem-Based Learning". But in general the discovery of this method belongs to Socrates. No wonder it is called the Socratic method. In Greek, the word "problem" means "task". (21, 58)

Speaking about what problem-based learning is, it should first be noted that it has a slightly different meaning than we are used to understanding. At the root of the problem is always a contradiction. As for the contradiction, here it is perceived as a category of dialectics. A problematic method should be discussed only when contradictions are created in the lesson that need to be resolved.

The problematic method is used to create and resolve problematic (contradictory) situations in the classroom. Consequently, resolving contradictions, the student learns the phenomena and objects that are the subject of research. However, speaking of a problematic method, it should be remembered that the contradiction is created for the students, and not for the teacher, for whom it is not a problem. In the lesson, you can create problem situations that are based on contradictions that are directly related to the peculiarities of the perception of educational information by schoolchildren.

A problematic situation does not always become problematic for a student. One can talk about this phenomenon only if schoolchildren have shown interest in this problem. It depends on the skill of the teacher whether the students will be interested in the educational material presented in the form of a problem or not. It is he who must present the material properly, so that the mental work of the whole class is activated. The goal of the teacher is to encourage the student to find the right solution to the problem.

In a word, problem-based learning can be called one of the most effective. Its advantage lies in the fact that the problematic method is suitable for any age of students: whether they are junior schoolchildren or high school students. However, it is very important to consider one point. Before applying the problematic method, the teacher must know the educational material well, freely navigate it. Some researchers believe that one of the disadvantages of this method is the large cost of training time. But in fact, the effect that this method creates perfectly pays for the time spent, since it makes it possible to organize search activities, effectively developing the dialectical thinking of schoolchildren.

2.3 Computer and distance learning in school

Programmed and computer education in modern school

Programmed learning is one of the recent innovations in didactics. It began to be used only in the early 60s. 20th century This is due to the development of cybernetics.

Programmed learning is necessary to create a learning technology that can constantly monitor the process of learning. It is carried out according to a program drawn up in advance. The program can be either in the teaching technique or in the textbook. The learning process can be represented as a diagram: (22,145)

The educational material is not mastered in its entirety, but in separate portions, which are successive steps;

After studying each stage of the educational material, control over its assimilation is carried out;

It must be remembered that if the student answered the questions correctly, he needs a new portion of the material;

If the student answered the questions with errors, the teacher helps him.

Currently, training programs can be created according to two types of schemes: either linear or branched. So there is an opportunity to bring the training program closer to the level of knowledge of schoolchildren. In the modern world, instead of programmed learning, computer learning is used.

Currently, computers are used in testing, teaching various subjects, developing cognitive interests and abilities, etc. Like programmed, computer learning focuses on training programs, which are a learning algorithm that looks like a sequence of mental actions and operations.

The better the compiled algorithm, the better the training program. However, to create such a program, it is necessary to expend a lot of effort and attract highly qualified teachers, methodologists and programmers.

Distance learning

This is another form of learning that has appeared not so long ago. It is connected with the development of information technologies and telecommunications. This learning technology makes it possible for any person, located anywhere in the world, to study using modern information technologies. Such technologies include broadcasting educational programs on television and radio stations, cable television, videoconferencing, etc. (23, 85)

Computer telecommunications such as e-mail and the Internet are very important means for distance learning. Thanks to them, students have the opportunity to receive and transmit educational information. Such training is convenient in that it allows you to engage in your own type of activity and at the same time study, focusing on a flexible choice of training programs and academic disciplines.

Conclusion

The choice of one or another teaching method is determined by what the purpose of training is. Take, for example, medieval education. Its main content consisted in reading, memorizing and translating the texts of the Bible and various dogmas. Because of this, the students developed passivity of thoughts and actions. Modern didactics has completely abandoned this method. Now the student is required not to mindlessly memorize huge chunks of text, but to study the material creatively and consciously, as well as the ability to analyze it.

But in general, what the teaching method should be is decided by the teacher himself, based on such rules as the degree of visibility, accessibility and scientific character. And yet, to make the right choice, it is necessary to take into account certain factors.

There are several types of classification of teaching methods: they are classified in terms of learning activities, according to sources of knowledge, according to didactic tasks, also according to the degree of independence of students, according to the method of organizing the cognitive activity of students. There are also peculiar approaches to teaching methods due to their diversity and the possible replenishment of new ways of learning.

Depending on the degree of pedagogical management of students' activities, it is customary to distinguish between methods of educational work under the control of the teacher himself and independent studies of students. Despite the independence of students, there is still an indirect management of their educational activities. This is due, first of all, to the fact that during independent work the student relies on the information received earlier, on the instructions of the teacher, etc.

Therefore, it can be noted that the problem of classifying teaching methods is rather complicated and has not yet been finally resolved.

But there is a point of view according to which each separate method should be considered as an integral and independent structure.

Currently, in secondary schools, along with verbal, visual, practical, teaching methods such as didactic games, problem methods, software and computer training, and distance learning are also used.

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