The term “method” comes from the Greek word “methodos”, which means a path, a way of moving towards truth.

In pedagogy there are many definitions of the concept “ method trained and I" These include the following: “teaching methods are methods of interconnected activities of the teacher and students, aimed at solving a set of problems of the educational process (Yu.K. Babansky); “methods are understood as a set of ways and means of achieving goals, solving educational problems” (I.P. Podlasy); “a teaching method is a tested and systematically functioning structure of the activities of teachers and students, consciously implemented with the aim of implementing programmed changes in the personality of students” (V. Okon). The teaching method can be given the following definition: it is a method of orderly activity of the subject and object of the educational process, aimed at achieving the set goals of training, development, and education. Already in these definitions, the method appears as a multidimensional phenomenon, as the core of the educational process. It acts as a mechanism for achieving set goals and largely determines the final results of the educational process.

Each teaching method is characterized by three characteristics: it indicates the purpose of learning; method of absorption; the nature of interaction between learning subjects.

Reception – this is an integral part or a separate side of the method, i.e. a particular concept in relation to the general concept of “method”. Individual techniques may be part of various methods.

During the learning process, methods and techniques are found in various combinations. The same method of student activity in some cases acts as an independent method, and in another – as a teaching method. For example, explanation and conversation are independent teaching methods. If they are occasionally used by the teacher during practical work to attract the attention of students and correct mistakes, then explanation and conversation act as teaching techniques included in the exercise method.

Teaching methods are a historical category. The level of development of the productive forces and the nature of industrial relations influence the general goals of training. As goals change, teaching methods also change. Thus, in ancient times, teaching methods based on imitation prevailed. Since the organization of schools, verbal teaching methods have appeared. Verbal teaching methods dominated during the Middle Ages.

In the pedagogical literature, a different number of teaching methods is called - from twenty to a hundred or more. The most common methods used include: 1) story; 2) conversation; 3) lecture; 4) display of illustrations; 5) showing demonstrations; 6) exercises; 7) independent work with the book; 8) tests; 9) programmed control methods, etc.

In the psychological and pedagogical literature, many reasons have been identified that influence the choice of teaching methods:

The purpose of training;

Level of learning motivation;

Implementation of principles and patterns of learning;

Quantity and complexity of educational material;

Level of preparedness of students;

Age of students;

Studying time;

Material, technical, organizational conditions of training;

Application of methods in previous lessons;

Type and structure of classes;

The relationship between the teacher and students that developed in the process of educational work;

Level of teacher preparedness.

None of the methods is universal; good results in didactic work can only be achieved by using many methods.

By means teaching are all the devices and sources that help the teacher to teach and the student to learn, i.e. something that helps him organize the cognitive activity of students. Teaching aids may include: teachers, textbooks, teaching aids, books, radio, television, computers, visual aids, etc.

In pedagogy there is no single approach to the classification of teaching methods. There are about ten classifications of methods. The presence of different points of view on the classification problem reflects the natural process of differentiation and integration of knowledge about them. Due to the fact that different authors base the division of teaching methods into groups and subgroups on different criteria, there are a number of classifications.

One of the first classifications dates back to the late 20s of the twentieth century and is associated with the name of B.V. Vsesvyatsky, who described two categories of methods - methods of transferring ready-made knowledge and methods of searching (research).

Let us name the most substantiated classifications of teaching methods in didactics.

1. Traditional classification by source of knowledge. At first, practical, visual, verbal methods were highlighted (D.O. Lordkipanidze, E.Ya. Golant), then this system was supplemented by others - modern ones, associated, for example, with technical means of teaching.

2. Classification of methods by purpose (M.A. Danilov, B.P. Esipov).

The general feature of the classification is the successive stages through which the learning process occurs in the lesson. The following methods are distinguished:

Acquisition of knowledge;

Formation of skills and abilities;

Application of knowledge;

Creative activity;

Consolidation;

Testing knowledge, skills and abilities.

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

Since the success of training depends to a decisive extent on the orientation and internal activity of the students, it is the nature of the activity, the degree of independence and creativity of the students that should serve as an important selection criterion. Scientists have identified five teaching methods, and in each of the subsequent ones, the degree of activity and independence in the activities of students increases:

Explanatory and illustrative;

Reproductive;

Problem presentation;

Partially search;

Research.

4. According to didactic goals, two large groups of teaching methods are distinguished:

– methods that promote the primary assimilation of educational material;

– methods that help consolidate and improve acquired knowledge (G.I. Shchukina, I.T. Ogorodnikov, etc.)

5. Yu.K. Babansky bases the classification of teaching methods on the theory of human activity, the main elements of which are: a) organization of actions; b) regulation of the activity of the individual, primarily through various ways of stimulating it; and c) control over the progress of the activity. On this basis, Yu.K. Babansky identifies three groups of methods:

Methods of organizing and implementing educational and cognitive activities;

Methods of stimulation and motivation of educational and cognitive activity;

Methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.

Each of these classifications has a specific basis and allows us to comprehend the essence of teaching methods from different angles. However, from a didactic point of view, the classification of the famous Belarusian teacher I.F. seems to be the most practical. Kharlamov. He identifies five groups of teaching methods:

Methods of oral presentation of knowledge by the teacher and activation of students’ cognitive activity: story, explanation, school lecture, conversation; illustrations and demonstrations during oral presentation of the material being studied;

Methods of consolidating the material being studied: conversation, working with a textbook;

Methods for students’ independent work to comprehend and master new material: working with a textbook, laboratory work;

Methods of educational work on applying knowledge in practice and developing skills and abilities: exercises, laboratory work;

Methods for testing and assessing students' knowledge, skills and abilities: daily observation of students' work, oral questioning (individual, frontal, compact), assignment of lesson points, tests, checking homework, programmed control, testing.

None of the considered classifications of methods is free from shortcomings. Practice is richer and more complex than any of the most skillful constructions and abstract schemes. Therefore, the search for more advanced classifications that would clarify the contradictory theory of methods and help teachers improve practice continues.

The characteristics of teaching methods must be carried out according to the following plan: the essence of the method, requirements for its application, methodology (a system of techniques by which this method is implemented). As an example, we will reveal the essence of conversation as a teaching method.

Conversation is a dialogical method of presenting educational material (from the Greek dialogos - a conversation between two or more persons), which in itself speaks of the essential specificity of this method. The essence of the conversation is that the teacher, through skillfully posed questions, encourages students to reason and analyze in a certain logical sequence the facts and phenomena being studied and to independently formulate the corresponding theoretical conclusions and generalizations.

When conducting a conversation to comprehend new material, it is necessary to pose questions so that they require not monosyllabic affirmative or negative answers, but detailed reasoning, certain arguments and comparisons, as a result of which students isolate the essential features and properties of the objects and phenomena being studied and in this way acquire new knowledge .

Questions should have a clear sequence and focus, which will allow students to comprehend the internal logic of the knowledge they are learning.

Conversation as a teaching method cannot ensure the achievement of all didactic goals, in particular the formation of practical skills. Therefore, it is advisable to use it in combination with other methods.

The conversation when communicating new knowledge can proceed inductively (i.e., from particular known observable phenomena to general conclusions) or deductively (from general provisions to particular cases).

According to their purpose in the educational process, the following types of conversation are distinguished: introductory or introductory (organizing); communication of new knowledge; fixing; control and correction.

An introductory conversation is held at the beginning of a lesson or other educational activity. With its help, students are prepared to perceive and assimilate new educational material. This type of conversation helps to understand the meaning of the work ahead and forms ideas about its content, specifics and features.

When communicating new knowledge, the conversation is structured in the form of questions and answers, mainly when analyzing texts read and memorizing answers (catechetical). It helps students, through skillfully posed questions, their existing knowledge and life experience, to master new knowledge, define concepts, and find a method for solving a problem. A well-organized conversation creates the subjective impression that the student himself made a “discovery” and traveled a difficult path to scientific truth.

Consolidating conversations are used to deepen, generalize and systematize knowledge. They are usually held at the end of a lesson in learning new material.

Control and correction conversations can be organized as frontal or individual. They are used to determine the level of knowledge acquisition among students, their correction, clarification, addition, and specification.

The effectiveness of the conversation depends on the careful preparation of the teacher, the thoughtfulness of the questions, and their logical sequence. Questions should develop all types of thinking and correspond to the level of development of students. On the part of students, answers must be conscious, reasoned and correctly formulated.

The pedagogical function of conversation is to use the knowledge and personal experience of students in order to enhance their cognitive activity. A conversation requires thoughtfulness and clarity in asking questions. The developmental effect of the conversation is manifested in the development of students’ skills to think clearly and quickly, analyze and generalize, pose precise questions, speak briefly and clearly express their thoughts. Conversation is most effective:

– to prepare students for work in the classroom;

– introducing them to new material;

– systematization and consolidation of knowledge;

– current monitoring and diagnostics of knowledge acquisition.

Factors and ways to improve the quality of education.

“Education is the greatest of earthly blessings,

if it is of the highest quality.

Otherwise it is completely useless."

R. Kipling

The struggle for the quality of education is put forward as a leading task in the activities of educational institutions. Everyone is looking for ways to solve it in their own way. Improving the quality of education– one of the main tasks, which includes the training and education of schoolchildren, is a system of indicators of knowledge, abilities and skills, as well as norms of value-emotional attitude towards the world and each other. This approach focuses on evaluating the school’s activities based on final results, among which it should be noted

main indicators of school performance (slide)

student level of learning;

their readiness to continue education;

level of education of students;

children's health status;

level of implementation of education standards.

All of the above parameters are interconnected and complement each other. But today, the indicator of the quality of student learning has been and remains the first and main indicator when assessing the effectiveness of a school.

In order to successfully resolve issues of managing the quality of education, it is necessary to remember that education is a process of holistic development of a growing person. It is necessary to take into account factors influencing personality development (slide)

Genetic factors . Human genetic nature, being the most ancient and conservative, is least amenable to change and, as a rule, plays a dominant role.

Socio-economic factors .

Psychological and pedagogical factors , which create or do not create an environment for human development (prestige for high results).

Personal and activity factors , which influence the socio-psychological new formations in the student’s personality, in the formation of the personal and spiritual maturity of a growing person.

Results that characterize all types of maturity of a growing person at each stage of education: training, motivation, creativity, health, spiritual and moral development. At all levels of schooling, there is a connection between students’ learning and interest in the subject.

Monitoring the quality of knowledge (monitoring learning outcomes) - performs three functions inherent in the learning process as a whole, and has a clearly defined educational, educational and developmental significance. Its educational value is expressed in the fact that it allows the student to correct his knowledge and skills. Constant testing teaches students to work systematically and report to the class for the quality of acquired knowledge and skills. Students develop a sense of responsibility and a desire to achieve better results. Learning outcomes must correspond to the general objectives of the subject and the requirements for its mastery.

The reasons for the decline in the quality of knowledge depend onstudent, teacher and parent control .(slide)

Weak control over attendance by both parents and the school;

Absence from classes, both due to illness and without good reason;

Lack of unity of requirements for student responses on the part of the teaching staff;

Poor knowledge of the characteristics of the child’s developmental psychology;

- lack of motivation to study The children also have too much care from their teachers;

Students do not see prospects for applying their knowledge;
- loss of contact with the parent community.

One of the ways to improve the quality of students' knowledge is to organize the educational process. High demands are placed on the modern lesson. But we will not be able to achieve them if we treat the lesson as a fragment of life and turn it into a spontaneous process. (slide) A lesson started on time, a clear organization of lesson stages,

various methods and forms of lessons, constant monitoring of knowledge, depth and consistency of teaching, information and communication technologies - all this affects the educational outcome of students’ activities.

The lesson not only teaches, but also deeply educates. As soon as you don’t provide something in the lesson, miss the sequence in the presentation and lose control over the students’ attention, become distracted, this will inevitably affect the students’ work. That's why in the classroom it is necessary to use the best teaching methods and techniques not for their own sake and not simply because they are advanced, and not in the name of striving for the external beauty of the lesson, but because they are needed to achieve the best effectiveness of the lesson. Every grain of knowledge sown in a lesson will sprout if it is nourished by the desire to develop it.

Already in elementary school, most students take a passive role in the educational process and begin to lose interest in learning. Therefore, it is important to develop the abilities and support the student’s aspirations, not to teach him, but to help him learn and develop.

The use of ICT allows you to immerse yourself in another world and see it with your own eyes. According to research, a person retains in his memory 10% of what he read, 20% of what he heard, 30% of what he saw, 50% of what he heard and saw, 70% of what he said or wrote, 90% of what he said or wrote about his actions. The computer allows you to create conditions for enhancing the learning process: improving the content, methods and organizational forms. With the active use of ICT already in primary school, the general goals of education are more successfully achieved, competencies in the field of communication are more easily formed: the ability to collect facts, compare them, organize, express one’s thoughts on paper and orally, reason logically, listen and understand oral and written speech, discover something new, making choices and decisions.

The quality and level of training largely depends on the skill of the teacher and his preparation for each specific lesson.

The teacher’s task is always to find something new, unknown to children, in any educational material and in the organization of the educational process itself. Life often puts a person in a dead end, and knowledge helps to find a way out of it. The teacher must remember what is interesting, useful and relevant today, and from this point of view, prepare material for lessons.

One of the most important forms of moral relations in the teaching environment is the discipline of students in the classroom. Teachers maintain discipline in the classroom in different ways: some with strictness and merciless marking of failures, others with masterful construction of the lesson, others with caustic ridicule that is rude in nature, etc. What is the best way to educate students at school? I will answer this question with a parable, in which the edifying character is directly visible.

A young woman came to the sage for advice.

-How should I raise my child: in severity or in affection?

The sage took the woman and led her to the vine:

Look at this vine. If you don’t prune it, if, sparing the vine, you don’t tear off its extra shoots, then the vine will go wild. If you lose control over the growth of the vine, you will not get sweet, tasty berries. But if you protect the vine from the sun and its caress, if you do not carefully water the roots of the vine, then it will wither and you will not get sweet, tasty berries... Only with a reasonable combination of both can you grow amazing fruits and taste their sweetness!

How does a reasonable combination of affection and severity contribute to the education of a normally socialized personality?

The most important condition for a teacher’s positive influence on the student is an attitude towards the child’s personality that combines reasonable demands and trust in him. A teacher who tolerates rudeness and arbitrariness in treating children, insulting their dignity, cannot have authority among students. Children, as a rule, resist the influence of such a teacher even when he is right.

Training is like treatment. There is no single ready-made recipe.

In learning, as in life, you can’t help but pay attention to the little things. It’s not in vain that they say:
“Life is a chain, and the little things in it are the links. You can’t ignore the link”.

A modern teacher must not only know and be able to do a lot, but also constantly improve his teaching skills, open up new horizons, master new directions and actively introduce new technologies into his work.

“For the quality of education to be high, the quality of teaching must be high” - this is an indisputable conclusion with which I think each of us will agree.

I would like to address all teachers with the wonderful words of Sh. Amonashvili.

Teacher, be the sun, radiating human warmth, be the soil, rich in the enzymes of human feelings, and this knowledge is not only in the memory and consciousness of your students, but also in the souls and hearts!

Each teacher, starting work, has to solve the following questions:

♦ why teach - goals and objectives (educational, educational,

practical);

♦ what to teach - the content of the educational process;

♦ how to teach - research into the teaching process, the use of various forms, methods, technologies;

♦ how children learn - research into the process of education and upbringing; the results of teaching activities, the quality of children’s development;

♦ teaching aids - equipping the educational process with didactic and methodological material, organizing the workplace for teachers and students.

Method(from the Greek méthodos - the path of research or knowledge, theory, teaching), a set of techniques or operations for the practical or theoretical development of reality, subordinated to the solution of a specific problem. The method can be a system of operations when working on certain equipment, methods of scientific research and presentation of material, methods of artistic selection, generalization and evaluation of material from the standpoint of a particular aesthetic ideal, etc.

Hence: Methodology (from method and... logic), the study of structure, logical organization, methods and means of activity

Methodology in education- description of specific techniques, methods, techniques of pedagogical activity in individual educational processes (Kodzhaspirova G.M. and Kodzhaspirov A.Yu. “Pedagogical Dictionary”)

TRAINING METHODOLOGY AS PRIVATE DIDACTICS- a set of ordered knowledge about the principles, content, methods, means and forms of organizing the educational process in individual academic disciplines, ensuring the solution of assigned tasks.

The methodology as a subject of study examines the features of the teacher’s work with students. Here, the content of education, its goals and objectives reflected in the programs, planning of material, principles and methods of teaching are of great importance.

Under the word methodology This means, first of all, a set of rational (effective) methods of training and education. This is a special department of pedagogy that studies the rules and laws of constructing the educational process.

In this sense, the technique can be general , considering the methods and techniques of teaching inherent in all subjects, and private , referring to teaching methods applicable to any one academic subject.

TRAINING METHOD scientists interpret it differently.

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

Teaching Method There is way of work of the teacher and the students he leads, with the help of which the latter achieves the assimilation of knowledge, skills and abilities, as well as the formation of their worldview and the development of cognitive powers(M.A. Danilov, B.P. Esipov).

Teaching Method - a system of consistent interconnected actions of the teacher and students, ensuring the assimilation of the content of education(I.Ya. Lerner, M.N. Skatkin).

Teaching Method - a way for a teacher to work with students, through which a better assimilation of educational material is achieved(N.M. Sokolnikova).

Choice teaching methods depends on educational goals, as well as on the age of the students.

The term “reception” is also found in pedagogical literature. Reception training - this is a separate point; a teaching method consists of several techniques. From a set of teaching techniques and methods, united by a common direction, there is education system . Examples include the systems of teaching fine arts by V.S. Kuzin, B.M. Nemensky, T.Ya. Shpikalova and others.

Methods of teaching fine arts as a science theoretically generalizes practical experience, formulates laws and training rules, identifies the technology of the most effective methods, and offers them for implementation. The methodology is based on scientific data from pedagogy, psychology, aesthetics and art history.

Of course, in the living process of teaching, each teacher develops his own working methodology, but it should be built in accordance with the general goals and objectives of modern teaching of fine arts, with the specific specific objectives of a particular creative direction and type of art. These methods were not developed immediately; before that, the technique went through a complex development path. Teaching methods changed as a result of the struggle of views, ideas, changes in artistic directions, principles and approaches to teaching. And even now this living process continues.

You can get acquainted with the history of methods of teaching fine arts from the books of N.N. Rostovtsev.

The methodology of teaching fine arts in general education institutions is currently developing very intensively. There are many interesting developments by such authors as E.I. Kubyshkina, V.S. Kuzin, T.S. Komarova, B.M. Nemensky, E.E. Rozhkova, N.N. Rostovtsev, N.M. Sokolnikova, E. .V. Shorokhov, A.S. Khvorostov, T.Ya. Shpikalova and others. They created educational, methodological and visual aids on drawing, painting, composition, folk and decorative arts. Textbooks on fine arts for primary and secondary schools are being published.

Such authors as Kazakova T.G., Komarova, T.S., Sakulina N.P. have worked extensively and fruitfully on methods of working with preschoolers. , Grigorieva G.G., Gusakova M.A., Khalezova N.B., Lykova I.A., Dronova T.N. They have created a variety of teaching aids for kindergarten teachers, for teachers working with preschool children; Methodological recommendations have been developed, the capabilities and characteristics of preschool children have been described, and many others.

Research specialists count up to 50 different teaching methods: story, conversation, work on sources, demonstrations, exercises, independent work, educational games, debates, etc. But each method in specific circumstances is implemented in unique combinations of several techniques. A technique is most often defined as a component or specific type of method.

Didactics and methodologists failed to create a single universal classification of teaching methods. Until recently, they were blamed for this. But it seems that a unified classification of methods is impossible in principle due to the multi-quality and multifunctionality of the methods. It is impossible to create a unified classification of methods in the same way as, say, a unified classification of people. To evaluate and select methods, you will have to use a number of existing classifications made on the basis of different bases (see table).

In didactics, it is customary to classify teaching methods according to several criteria:

According to the sources from which students receive knowledge (verbal, visual, practical methods);

According to the nature of students’ cognitive activity (explanatory-illustrative, reproductive, partially search or heuristic, research methods);

By the nature of the didactic tasks they serve to solve (methods of imparting new knowledge to students, methods of consolidating acquired knowledge, methods of developing skills and abilities, methods of monitoring and assessing students’ knowledge);

According to the predominance of teacher or student activity in their application (methods of presentation of knowledge by the teacher, methods of independent work of students).

The first two of these classifications are the most popular, so let’s look at them in a little more detail.

1 CLASSIFICATION OF TEACHING METHODS BY SOURCES OF OBTAINING KNOWLEDGE

To verbal methods and techniques of teaching can be attributed story, conversation, lectures, verbal instructions.

Story - This is a narrative form of presentation of educational material by the teacher. The story, as a rule, is used to present new material and is accompanied by the demonstration of visual aids: for example, when introducing younger schoolchildren to the history or features of works of folk, decorative and applied art.

The story can be used to inform students about the traditions of the class and school, rules of behavior in the classroom, and safety precautions when working with tools.

Explanation - this is a consistent explanation to students of the content of the task, the meaning of certain concepts, the design of samples, rules and techniques for performing certain labor operations, etc.

The explanation is usually accompanied by an educational demonstration of visual aids (tables, posters, drawings, diagrams, technological maps, samples of products made by the teacher or students, etc.) or stages of the work.

One of the most effective methods of verbal presentation of educational material in preschool, primary school, and middle school age is conversation.

Conversation - This is a dialogue between a teacher and students, in which the teacher certainly relies on the students’ existing knowledge and practical experience. A conversation can be used when presenting new material, when consolidating and checking, and when summarizing the material studied.

When preparing for a conversation, the teacher selects questions that should be understandable to students and reflect the essence of the material being studied. The teacher needs to think through the sequence of questions asked of children and possible answers to them.

By supplementing and generalizing the students' answers, the teacher gradually leads the children to master new concepts or consolidate the knowledge they already have.

Visual teaching methods

Let’s look at visual methods and techniques in more detail, taking into account the characteristics of the subject “Fine Arts” in school, visual activities in kindergarten, and artistic and creative activities in additional education.

Here it is worth noting the ambiguity of the use and interpretation of such terms as “demonstration”, “showing”, “observation” (especially showing - demonstration) and others in different manuals by different authors. Therefore, when describing a method (a teacher’s method of action) in one or another methodological literature, it is important to delve into the context and understand the essence of the organization of work itself in accordance with the described method.

- observation, demonstration or viewing a variety of visual material, including with the help of technical means.

The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, and remember information for further manipulation. In the process of observations, examining objects, paintings, illustrations, and examinations, students become familiar with objects and phenomena of the surrounding reality. The teacher must be well prepared for carrying out observation and examination: select and arrange the object, decide how best to approach it so that all its parts are clearly visible to the children; think about what questions he will ask in order to direct the children’s attention to those aspects of objects of observation or examination that will need to be conveyed in the image (shape, color, details, etc.)

- sample- an object prepared in advance by the teacher, requiring careful repetition. Ready-made samples created by the teacher are used extremely rarely in teaching visual arts, only in cases where it is not possible to show children an object, toy or illustration. A sample made by a teacher (and not an artist) has no artistic value, and, therefore, cannot serve the purposes of aesthetic education. On the other hand, the sample helps to quickly master some technical techniques; the sample helps in decorative drawing to master the principles of constructing an ornament (especially in traditional folk paintings), which is difficult even for an adult without a sample constantly in front of the eyes. The finished sample is also used in design training.

At the beginning of work, the teacher organizes a thorough, targeted examination of the sample - analysis, paying attention to the essential elements, then the children get to work – the sample remains before your eyes. It is possible to use several samples in one lesson - if students already have some skills, if they can do the work (the same pattern) in different ways. Comparison of samples (also organized by the teacher) helps to identify the features of different visual solutions.

- showing methods of action (showing how to work) plays an important role in teaching drawing, modeling, appliqué, plastic arts, and handicrafts. Students must learn how to properly use tools and materials (brushes, pencils, brushes, scissors, paints, crayons, etc.). Students do not know how to convey the shape of objects in drawing, appliqué, and modeling (especially preschoolers). They still have poor command of visual and technical techniques (this applies to students of all ages). In order for children to master form-building hand movements (aimed at conveying the shape of objects in drawing, sculpting, applique), methods of creating an image, technical methods of processing materials, methods of performing painting techniques, these methods need to be shown and explained to them.

It would be wrong to show image methods in every lesson. This should be done only when one or another image technique (method) is encountered for the first time(for example, infusion of color into color in watercolors, decorative brush strokes in Russian brush painting, etc.)

In those cases when some technique is already familiar to students, it should not be shown.

-showing the procedure It is also important in the initial stages of learning. The teacher first consistently creates an image or product, highlighting the stages of work, paying attention to the logic and sequence of the process, to technical techniques. Then he puts his work away and invites the children to start working (for example, you can show the entire sequence of making a figurine of a Dymkovo horse, the sequence of making a still life drawing from life, etc.).

- step-by-step demonstration - it's doing all the work but the teacher does not create the entire image or product at once, but performs some stage of the work, then invites the students to complete this stage. While the children are working, the teacher has the opportunity to help those who have difficulties. Then the teacher continues the work, then again invites the children to complete the next part of the work, etc. In such a display, it is important not to “shrink”, not to show each action and technique separately, but to highlight the important essential stages in creating the work (for example, to do a landscape in watercolors with children step by step: the stage of filling in the background, which will dry well while the children are also doing the background; and the stage drawing trees; or the underpainting stage, the stages of drawing all the elements and the revival stage in some Russian paintings). Such work in a lesson takes a lot of time, but allows you to well master technological techniques and stages of work. Therefore, stage-by-stage display is often used at the initial stage of mastering the technology of using visual materials, rational methods of depiction, and complex decorative works.

It should be noted that, unlike a sample, a drawing or product made by a teacher must be removed during the display process so that students do not copy it, but focused on their work - repeating a technical technique or stage, and not composition.

It is also important to pay attention to mandatory use of visual and verbal techniques together, integrated. It is impossible to perform any of the displays silently, without comments and explanations, or to consider the illustration without talking about it. And it is impossible to talk interestingly about anything in an art lesson without demonstrating visual material.

It is impossible to organize an effective educational process without a teacher demonstrating (showing) ways to organize a workplace, work with tools, process materials used in the process of work, and the sequence of technological operations.

Visual methods are usually closely related to verbal ones, since demonstration alone, not accompanied by explanations, does not provide an understanding of the connections (between individual operations, between actions and their results) that students need to notice. The teacher’s word, accompanying the visual demonstration, directs the students’ attention and creates that very “indicative basis” (i.e., the mental, theoretical part of cognition) that is necessary for understanding any action.

Practical methods are the most important, since the necessary knowledge, skills and abilities can only be acquired in the process of practical implementation of specific educational tasks. This group of methods includes all exercises, experiments , experiments , and work with a textbook, with a book and other didactic materials.

Separate, independent exercises in classes with preschoolers and primary schoolchildren are carried out relatively rarely, but in the process of performing practical work, children still “practice” a lot and gradually master the techniques of using the simplest hand tools, methods of processing various materials, methods of performing various techniques (painting, embroidery, etc.). For older students, special long-term exercises to practice techniques are more acceptable; they have a greater understanding of such work.

The same should be said about experiments and experiments. In practice, directly in the process of working on products, students become familiar with the physical, mechanical and technological properties of paper, cardboard, fabric, wood, plastic and other materials. Of course, the teacher can organize special experiments and observations, however, given the limited time, this is not always practically possible. But technological knowledge acquired through personal experience (mixing paints, properties of textile materials, correlating paints and primers, etc.) becomes the most durable knowledge.

As for independent work with a textbook and other didactic materials, the teacher must pay special attention to teaching schoolchildren to use them competently in their work. We are talking about a careful analysis of the information they contain, its correct selection and practical use. Often, younger schoolchildren are completely unable to do this kind of work, since they get used to only following direct instructions and directions during technology lessons at school. And older schoolchildren do not always have sufficient experience in such work and are not always ready for absolute independence in working with a book.

Having examined the classification of teaching methods according to the sources of knowledge, we can note that all the methods in it are closely interrelated, and sometimes difficult to separate. Thus, the word as a source of information is present not only in the story, explanation (in verbal methods), but also in the textbook (i.e., inseparable from practical methods); clarity must accompany any explanations, and must also be contained in the textbook, etc. In addition, any of the methods discussed can guide students' activities in different ways. In one case, the teacher’s story will only contribute to some replenishment of the stock of knowledge (and most often of a reference nature), and the schoolchildren will find themselves in the role of passive listeners; in another case, the same verbal method can demonstrate to them the course of reasoning and contribute to the development of children's thinking. With this in mind, let's consider another classification.

BY THE NATURE OF COGNITIVE

STUDENT ACTIVITIES

Taking this into account, teaching methods can be divided into two large groups:

a) reproductive;

b) creative.

They differ from each other mainly in the degree of cognitive activity and creative independence that the student demonstrates in the process of work.

A lesser degree of independence is assumed when using reproductive methods. From the name itself it follows that the student, within the limits of these methods, repeats and reproduces. However, this does not mean that reproductive methods should not take place in the developmental education system. This group usually includes the so-called explanatory-illustrative and actually reproductive methods, which upon closer inspection are two sides of the same method.

Explanatory and illustrative method involves presenting knowledge to students in a ready-made form (in the form of a story, a teacher’s explanation, instructions in a textbook, etc.). In this case, students are required to memorize or reproduce the information received - that is, on their part, the reproductive method operates.

As in other academic disciplines, these methods are most appropriate in cases where it is necessary to master the necessary system of specific knowledge or methods of action in a relatively short period of time. In the reproductive method, classes are usually organized in which you need to learn new techniques for processing materials, marking methods, rules for using tools, etc. Such lessons are found both in primary school and in secondary school: as the degree of difficulty of the creative problems being solved increases, as a rule, more and more subtle and complex practical actions are required, which must be mastered by the students. Much attention is paid to similar methods and techniques in the system of additional education when mastering a particular craft. Any practical knowledge, in order to become skills and abilities, must be repeatedly repeated by children, that is, reproduced. The goals achieved by the reproductive method (consolidating and clarifying knowledge, mastering ways to operate this knowledge, learning experience in implementing those methods of activity, the example of which is already known), are unattainable by other methods.

Reproductive methods are also especially justified in lessons and classes introducing folk crafts. A respectful attitude towards folk traditions requires that the methods of activity developed over centuries be studied in their present, historically established form, therefore students must repeat, reproduce these methods as accurately as possible and remember them.

However, in general, mastering practical techniques should not become an end in itself. In this regard, even reproductive methods, if possible, should not turn into direct instructions, requiring the student only to mechanically follow directions.

Problem-based learning. Creative teaching methods.

Reproductive education systems do not allow solving one of the most important tasks of the modern social and personal order of the education system - the formation of creative qualities of the individual. This problem can be solved only in the system of problem-based, or problem-search, learning.

Problem-based learning is characterized by the fact that knowledge and methods of activity are not presented in a ready-made form; rules or instructions are not offered, following which the student could be guaranteed to complete the task. The material is not given, but is given as a subject of search. And the whole point of teaching is precisely to stimulate the search activity of a child, schoolchild or student.

Problem-based learning is characterized by the fact that knowledge and methods of activity are not presented in a ready-made form; rules or instructions are not offered, following which the student could be guaranteed to complete the task. The material is not given, but is given as a subject of search. And the whole point of teaching is precisely to stimulate the search activity of a schoolchild or student.

Activation of the cognitive activity of students, the development of interest in the subject, the formation of independence, a creative attitude towards what is being studied occurs more successfully if the teacher does not declare, but constantly argues, reflects, polemicizes with representatives of other points of view, with the audience, involves students in the active process of proof, justification, if tasks are offered that require a search for a key idea, algorithm, or solution method. Such classes essentially turn into dialogue, joint reflection, research work. The cognizable is not presented in a ready-made form, it serves as the subject of searches, it is created, constructed with the participation of students or by themselves in so-called problem situations.

The structural unit of problem-based learning should be considered problematic situation and the process of its resolution

To understand what a problem situation is, you need to understand what a problem is. Philosophers define the problem very precisely as concrete knowledge about ignorance. There is a deep content hidden in this seemingly paradoxical judgment.

Indeed, a problem for a person exists only when its condition is either known or completely accessible, and the requirement, the question are understandable, that is, the person knows what to look for. Awareness of the known and unknown in a situation, acceptance of the problem creates a state of puzzlement and psychological discomfort, which prompts one to look for a way out of the current situation of uncertainty and lack of information. This is a problematic situation. A specific way to express the problem

cognitive tasks and questions serve (a question is the same task in which the condition is implied, since it is known to the knower or can be reconstructed by him, and therefore is not given).

Creative methods, as their name suggests, assume that search and creativity predominates in students’ activities. This group includes problem presentation, partial search (or heuristic) and research methods.

All creative methods include posing and solving problem situations. With non-problem-based, “communicating” learning, the necessary knowledge and skills are formed before solving problems and initially independently of it; Then tasks are offered in which the student must apply and consolidate this knowledge.

In problem-based learning, new knowledge is acquired and discovered by the student himself precisely in the process of solving practical and theoretical problems.

The types and methods of problem-based learning are very diverse. They are distinguished more often depending on the expected level of activity, the degree of independence of students in the process of their search activity (I. Ya. Lerner, M. N. Skatkin).

Partial search(heuristic) Research method problem-based learning requires the most complete independence of students. Its qualitative feature is a gradual transition from imitation of scientific search, which is also useful, to actual scientific or scientific-practical search.

Forms and methods of problem-based learning are varied: problem story, heuristic conversation, problem lecture, analysis of practical situations, debate, interview, business game. All of them must be problematic primarily in their content.

Essence problem presentation method lies in the fact that the teacher, in the course of his story and explanation, does not simply present the material, but constructs a problematic situation on its basis and himself reveals the contradictory process of its demonstrative solution.

At the same time, students follow the course of thoughts and reasoning of the narrator, mentally checking their persuasiveness. This is how a problematic presentation differs from an explanatory-illustrative one: it inevitably presupposes the participation of listeners in the process of creative thinking revealed to them.

Using problematic presentation the teacher sets and solves the problem, A students seem to be present in an open search laboratory, understanding, sympathizing, putting forward their thoughts and forming their attitude towards what is being studied.

Within the framework of partial search methods, students are even more actively involved in solving the problem. Such methods, successfully used in working with primary schoolchildren, include heuristic conversation. In it, unlike a regular conversation, the teacher asks questions that lead the children to some kind of “discovery”, resolution of a contradiction, and finding a solution on their own. And students not only answer questions, but learn to reason, analyze, and find evidence.

Partial search(heuristic) The method of problem-based learning presupposes the active involvement of students in the process of solving a problem, broken down into subproblems, tasks, and questions. The activity process, which takes place in the form of problem solving, conversation, and situation analysis, is directed and controlled by the teacher.

Partial search methods involve the use of special tasks that put students in the position of active figures, and not just performers. This helps to increase the awareness of learning, introduce children to creative thinking and stimulate the development of their cognitive activity. Such tasks include, for example, mental analysis of the design of a sample (without dividing it into parts), calculating the dimensions of workpieces based on the overall dimensions of the product, making sketches of parts, products, etc.

The actions of students in such cases are associated with the internal activity of the individual, primarily with thinking.

And for a cognizing, thinking person, a positive result is not only a successful solution to a problem, but even its “non-solution”; failure in attempts to solve it is also a product of thinking as an activity, it also contributes to the formation of the most important new formations in the psyche: a person develops more and more adequate ways of thinking and cognition, develops new knowledge, methods of mental action, motives, feelings, abilities, as well as attitudes towards to what he does.

For some reason, teachers believe that mistakes made by students indicate poor organization of their cognitive activity. The fear of mistakes is especially noticeable in practical lessons at school: after all, all the detailed instructions and prescriptions are offered precisely with the goal of eliminating even the slightest deviations from work, especially mistakes. Meanwhile, scientists have conducted special studies that convincingly prove the usefulness and importance in the educational process of those erroneous actions that a student makes while solving a problem. Therefore, it is advisable to set tasks for students in such a way that they independently look for ways to complete them, and the mistakes made in this case will contribute to a better understanding of the task and stimulate cognition (But only if the mistakes are meaningful independently or together with the teacher).

Let us note once again that if a task does not cause any difficulties for the child at all, then it does not require thinking to complete it.

In the practice of teaching primary schoolchildren, partial search methods stand next to research methods, which involve the highest level of creativity.

Their use requires the teacher, first of all, to have a correct understanding of the very meaning of creativity.

This concept, perhaps, should be considered one of the most widespread and frequently encountered in the methodology of labor training. In everyday life (including pedagogical) it is often generally identified with any crafts: exhibitions of “children’s creativity” are replete with products of a purely reproductive nature drawn, copied, and made according to instructions; everything that a child has made with his own hands (even through step-by-step and mechanical copying of actions) is completely unreasonably classified as “creativity.”

Even more often, in labor training manuals you can find so-called “creative tasks” or special “creativity pages”, in which “creativity” is mechanically added to all other (non-creative) work. Usually it comes down to the fact that the child is invited to make any changes to a craft made according to detailed instructions. For example, a student first copies a sample (say, a picture using the appliqué technique); The sample is accompanied by templates for all parts (including those that are easier and more expedient to make yourself), explanations about the materials and step-by-step instructions are given. After this, they are asked to do “creative” work: make the same picture, but change something in it. At the same time, it is not explained in any way what exactly should be expected from the changes made: should the picture convey a certain mood or does it change according to some logical principle, no, just do something differently from the sample, and it will already be “ creation"! Meanwhile, the psychological nature of creativity has nothing in common with such tasks.

First of all, we note that creativity involves the creation of something new that does not yet exist in human practice; it could be a new scientific idea, a new artistic image, a new way of activity, etc. Educational creativity usually does not have objective novelty; Children are more likely to discover what is already known to humanity as a whole. However, the essence of creativity remains the same for them: creative activity is always a discovery (even if only for oneself). True creativity is not just any senseless originality, but a purposeful search consistent with the task at hand.

To help students understand the problem, the direction of the search should be indicated. For example, when creating a postcard, notebook, or gift wrapping, you need to consider for what occasion and for what user the item is intended. The artistic application is created with the expectation of what impression it should make on the viewer (lyrical, actively joyful, etc.). When developing a technical design, a number of requirements are formulated that it must satisfy (for example, fold in a certain way, have certain dimensions, etc.).

So the essence research method consists in the fact that the teacher models a problem situation and presents it to students in the form of a task, the implementation of which involves a creative search for one’s own solution in strict accordance with the set conditions or a given goal. Using this method allows students to be placed in the position of co-authors, “co-developers” or even independent creators of the design and image of the product. By solving certain problems during the learning process, students activate mental activity, master the procedures of the creative process, and at the same time creatively master methods of cognition.

Research method problem-based learning requires the most complete independence of students.

The research method in the development of artistic and creative activities actually acquires the features of project activity.

Forms and techniques of problem-based learning are varied: problem story, heuristic conversation, problem lecture, analysis of practical situations, debate, interview, business game.

Then, perhaps, the conclusion is legitimate: long live problem-based learning?! This is the long-awaited, long-awaited best training system! (Zagvyazinsky V.I.) You already guess that this is not so . And this system has limitations; it is not universal at all.

Firstly, problem-based learning is not applicable to any material, but only to that which allows for ambiguous, sometimes alternative approaches, assessments, and interpretations.

Secondly, it is justified only on material of a high level of significance (methodological, general scientific, thematic), because focusing attention through the use of problematic methods on secondary material can do more harm than good: the main thing will be in the background and may be missed, and the secondary will be learned . Among other things, it is also an obvious waste of time. It’s useful to remember here: they don’t shoot sparrows from cannons.

Third, this type of training is acceptable and justified only when the students have the necessary “starting” level of knowledge and skills, certain experience in the field being studied, otherwise they will not get into the “zone of proximal development”, into that really problematic zone for a person, where changes in development are possible.

Fourth, very strict restrictions are imposed by the time limit, and problem-based learning, especially the use of research methods, requires significantly more time compared to other types of learning.

Finally, we must also keep in mind that the problem of forming a creative personality is solved not only during problem-based learning itself, but also on the basis of the direct influence of the creative leader, interpersonal contacts, competition and games, fantasy and improvisation, in which problem-solving is fused with relaxation and imagery , with immersion in the world of new relationships for a person and other factors.

In order to make a pedagogically sound choice of methods and techniques, it is apparently necessary, first of all, know the capabilities and limitations of all teaching methods, understand what tasks and under what conditions can be successfully solved using certain methods, and for solving what problems they are useless or ineffective.

Any method used as a universal one loses its effectiveness and discredits itself. Here one cannot help but recall the statements of A. S. Makarenko that there are no methods of education that are generally bad or generally good. It all depends on the circumstances, place and time, on the system in which this tool is used.

The chosen methods must correspond to the goals and objectives of a particular lesson or activity, the stage of training and the degree of preparedness of students, the age and individual characteristics of students. (In other words, there are no bad methods, only incorrect and inappropriate use of them).

The effectiveness of methods depends on the pedagogical conditions of their application.

Such conditions may be :

Developing interest in the study of fine and decorative arts;

Combination of systematic control with pedagogically appropriate assistance to students;

Instilling in students faith in their strengths and their creative abilities;

Consistently increasing the complexity of visual, decorative, and technological activities, ensuring prospects for the development of students’ artistic creativity;

Teaching the language of fine, folk, decorative and applied arts and design, mastering the means of artistic expression of the plastic arts;

Purposeful, systematic use of art history stories or conversations that activate the child’s attention, the work of his thoughts, his emotional and aesthetic responsiveness;

Selection of works of fine art for study in accordance with age and learning objectives;

Use of technical teaching aids in the classroom, especially video and audio equipment, and special visual aids;

Active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of decorative and applied art, culture and life, historical architectural details;

Introduction to the lesson, to the lesson of creative, improvisational and problematic tasks;

The use of a variety of artistic materials and techniques for working with them;

Change of types of visual and creative activities during the academic year (graphics, painting, modeling, design, decorative work, different types of painting, etc.);

A combination of individual and collective forms of work with students;

Introduction to the structure of the lesson, classes of game elements and artistic and didactic games; use of competition elements in accordance with age characteristics;

Systematic interaction between sections of educational content (sections of the program), between disciplines studied at school, integrated teaching of art.

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

L.N. Tolstoy

Slide 1.

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

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

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

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

The quality of education. Components of quality education.

Slide 2.

What is the concept of quality of education?

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

Slide 3.

The components of quality education are:

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

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

3. Use of information and new educational technologies.

4. Use of modern teaching methods and techniques.

5. Formation of motivation.

6. Personality-oriented approach.

7. High level of professionalism of the teacher.

8. Creating comfortable learning conditions.

9. Providing material and technical base.

10. Stimulating the work of teachers.

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

Slide 4.

Distinctive features and methodological requirements for a modern lesson.

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

Slide 5.

What makes a modern lesson different?

1.Learning occurs through the discovery of new things.

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

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

4. Democratic.

5. Personal development.

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

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

8.Search for new solutions.

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

10. Use of advanced techniques and technologies.

Determination of forms and methods of work.

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

Slide 6.

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

Slide 7.

Passive method (Scheme 1) - this is a form of interaction between students and the teacher, in which the teacher is the main actor and manager of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive lessons is carried out through surveys, independent work, tests, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is considered the most ineffective.

Slide 8.

Active method (scheme 2) - this is a form of interaction between students and the teacher, in which the teacher and students interact with each other during the lesson and students here are not passive listeners, but active participants in the lesson. Many equate active and interactive methods; however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.

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

Slide 10.

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

Slide 11.

Non-standard lesson forms

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

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

Slide 12.

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

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

Unusual working conditions;

Active reproduction of previously acquired knowledge in unfamiliar conditions;

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

Slide 13.

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

Using the video tutorial

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

Information and communication technologies .

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

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

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

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

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

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

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

Slide 14.

CONCLUSION:

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

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

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

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

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

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

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

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

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

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

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

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

"Lucky case"

"Intelligent Metro"

“Trial of Tuberculosis Crimes” and many others.

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

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

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

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