Non-traditional teaching methods in German lessons.

German language teacher

Shaposhnikova L.V. .

Non-traditional teaching methods are based on the activity and intensification of students' activities, based on the principle of student activity in the learning process. Any technology has means that activate and intensify the activity of students. Such methods include game methods, problem-based learning, and a communicative method.

Interest in active teaching methods is caused by the need for changes in the didactic system aimed at reducing the teaching load of students due to the skill of the teacher. New non-traditional methods find a special place in the teaching of foreign languages.

Active methods include those that allow students to be involved in a specific situation, "to immerse students in active controlled communication, where they show their essence and can interact with other people."

Modern pedagogical technologies require the teacher to be able to design not only a lesson, but also create a special pedagogical environment in which the implementation of active teaching methods is possible. Particular attention is paid to interactive methods - teaching methods carried out through communication. In interactive learning, reliance is placed on personal experience, independence in decision-making, a change of activities and an independent search for errors and answers, the ability to implement one's own experience.

Active methods allow students to be immersed in controlled communication, allow participants to get involved in real events. Active methods allow the teacher to create conditions in which students are forced to operate with concepts of different scales, to include information of different levels, knowledge related to different sciences and school disciplines in solving the problem. The connection in the mind of a person of events that were previously unrelated to each other requires new principles and methods of teaching. Teaching understanding is a new task and a new priority of modern education. Active methods help to create an educational environment in which understanding of the problem can be achieved.

Interactive methods make it possible to evaluate communication as the language of education, to teach listening, transmitting and structuring information.

Specialists in active learning methods do not unequivocally evaluate their effectiveness. The result is indisputable

new approaches to teaching allow you to more effectively assimilate educational material. Active learning methods bring not only pleasure from the process of cognition, but also reveal the way to solve the problem.

As you know, the main problem in learning a foreign language is that outside the classroom, students practically do not have the opportunity to speak a foreign language, that is, to use the acquired knowledge. Therefore, the use of a project methodology that allows you to apply speech skills and abilities in practice is very important. Completing project tasks goes beyond the scope of the lesson and requires a lot of time, but often the efforts justify themselves, since a number of important tasks are solved in this case:

classes are not limited to the acquisition by students of certain knowledge, skills and abilities, but go to the practical actions of students, affecting their emotional sphere, which increases the motivation of students when learning a foreign language;

students get the opportunity to carry out creative work within a given topic, independently obtaining the necessary information, including linguistic, not only from textbooks, but also from other sources;

the project successfully implements various forms of organizing educational activities, during which students interact with each other and with the teacher, whose role is changing: instead of a controller, he becomes an equal partner and consultant;

in project work, the entire educational process is focused on the student: here, first of all, his interests, life experience and individual abilities are taken into account;

the individual and collective responsibility of students for specific work within the framework of the project is strengthened, since each student, working individually or in a microgroup, must present the results of his work to the whole group;

joint work within the framework of the project teaches students to finish the job, they must document the results of their work, namely: write an article for a newspaper, a message, collect and work out statistical data, design an album, collage, wall newspaper, exhibition, organize an evening for parents, classmates .

The work on the project has the following stages:

Preparatory: teacher planning a project within the framework of the program topics, putting forward an idea by a teacher in a lesson, discussing an idea by students, putting forward their ideas, arguing their opinion.

Organization of work: formation of microgroups, distribution of tasks in microgroups, practical activities of students within the framework of the project.

The final stage: intermediate control, discussion of the project design method, presentation of the project results to the entire group at the evening, at the plenum, etc., summarizing the project; discussion of the results, grading.

The stage of practical use of the results of the project /as visual aids, reports at other lessons, exhibitions, etc./.

Depending on the duration of work, projects are divided into mini-projects and large projects.

The project “Schuleralbum”, for example, organically fits into the theme of “Die Schule”. In the first lesson on this topic, the teacher puts forward the idea of ​​the project. This idea is then discussed by the students. Groups are formed, roles and tasks are distributed in groups: who does what. Students are asked to think about the project and offer their ideas. The next lesson discusses the ideas and challenges encountered. The form of the presentation is also discussed, such as comments on each page of the album. Various headings are selected for the album, for example: from the history of the school; our school at present; our school in the future. The presentation of the album takes place at the final lesson on the topic “School”. Students themselves analyze their project, draw conclusions: what was successful, what was not very good and why.

The project method can be widely used at any level of education. It's all about choosing a problem that requires certain language tools for its development and solution.

The game as a teaching method has been used since antiquity. The game is an effective teaching tool that activates the mental activity of students, makes the learning process attractive and interesting, makes students worry and worry. This is a powerful incentive to master the language. D. B. Elkonin believes that the game performs four most important functions for a person: a means of developing the motivational-need sphere, a means of cognition, a means of developing mental actions, and a means of developing voluntary behavior.

The game always involves making a decision - how to act, what to say, how to win. This sharpens the mental activity of students. It is in the game that children learn social functions, norms of behavior. The developmental significance of the game lies in its very nature, because the game is always emotions, and where there are emotions, there is activity, there is attention and imagination, thinking works there. So the game is:

Activity;

motivation;

individualized activity, personal;

training and education in the team and through the team;

development of mental functions and abilities;

“teaching with passion.

Passov identifies six main goals for using the game in foreign language lessons:

Formation of certain skills, for example:

Guess where we're going?

Are you going to the cinema? - Not.

Will you go to the park? - Not. Etc.

The development of certain speech skills, for example, after passing the topic “Apartment”, you can play the following game:

Vanya got a new apartment / on the board its scheme /, we will help him arrange the furniture.

Teaching communication skills: competition for the most polite interlocutor, say hello and give a compliment, etc.

Development of the necessary abilities and mental functions, for example, the game "Snowball":

1st school I'm going on a trip and I'm taking soap with me.

2nd school I'm going on a trip and I'm taking soap and toothpaste with me. Etc.

Cognition in the field of regional studies and language: quizzes, lotto, travel, competitions.

Memorization of speech material: rhymes, accompanying words with facial expressions and gestures.

The assimilation of the material in the process of using problematic teaching methods becomes a consequence of the student's search mental activity, since problem-based learning is a system for the development of students in the learning process, which is based on the use of educational problems in teaching and attracting students to actively participate in solving these problems. An educational problem is understood as a task, the solution of which cannot be obtained from a ready-made model on the basis of methods already known to students; here the decisive person is required to show independence in the very approach to the solution. This system covers all the main types of educational activities of students and determines the optimal conditions for organizing their work in each of these types of activities. In other words, the problem method is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills and abilities, the development of mental abilities.

Problem-based learning can be used in various types of educational work on the subject: when studying new material, when students perform independent experimental work, and when doing homework.

Problem methods are methods based on creating problem situations, active cognitive activity of students, searching and solving complex issues that require updating knowledge, analysis, the ability to see phenomena and patterns behind individual facts. These methods presuppose their own structure of the organization of the educational process and the purposeful activity of students.

Any language teaching system should involve the complex use of various methods, but this does not exclude the possibility of putting forward individual methods as leading ones.

.

Sections: Foreign languages

Class: 5

The project is an opportunity for students to express their own ideas in a creative way that is convenient for them: making collages, posters and announcements, conducting interviews and research, demonstrating models with the necessary comments, making plans for visiting various places with illustrations, a map, etc. In the process of project work, the responsibility for learning lies with the student himself as an individual and as a member of the project team. The most important thing is that the child, not the teacher, determines what the project will contain, in what form and how its presentation will take place.

The use of the project methodology increases the interest of students in learning a foreign language by developing internal motivation by transferring the center of the learning process to the student. And positive motivation is the key to successful language learning. Modern approaches to language teaching emphasize the importance of cooperation and interaction between students as a motivating factor.

The main goals of introducing the project method into educational practice are the following:

• show the ability of an individual student or a group of students to use the acquired research experience;
• realize your interest in the subject of research; increase knowledge about it and convey it to an interested audience;
• demonstrate the level of foreign language proficiency; improve the ability to participate in collective forms of communication;
• rise to a higher level of learning, education, development, social maturity.

The project is an alternative way of organizing a training course and excludes the traditional principles of planning and organizing training in a particular academic discipline. When implementing the method of projects, various problematic, research, search methods are used, focused on a real practical result. The integration of the project method into the educational process involves the implementation of creative or research tasks within the framework of the study course. In the process of learning a foreign language, the project method is considered as a complex type of educational activity, as it integrates various types of foreign language speech communication to solve creative practical problems. When using it, the studied foreign language acts, on the one hand, as a means of educational creative activity, and on the other hand, in the process of working on the project, the studied language is mastered in various aspects of its use.

In a German language course, the project method can be used as part of the program material on almost any topic. The project method is clearly focused on a real practical result, significant for the student.

In our conditions, children begin to learn German from the 2nd grade and reach a basic level of proficiency in the subject. Already at the initial stage of training, it is necessary to gradually prepare students for search activities, the end product of which may be associograms, collages. For example, since the study of the German language begins with the acquaintance of students with a brief cultural portrait of the country, with the facts of the linguistic behavior of native speakers of the German language, we can suggest compiling associograms: “Was fällt euch zu Deutschland ein?” and combine them into a collage "Our idea of ​​Germany and the Germans."

This presence of search activity already at the first stages of training will allow students to start project activities.

At the stage of basic general secondary education (for example, in grades 5-6), students are further involved in the project form of educational activity. At this stage of learning, it is advisable to carry out small-scale projects designed for one lesson, for example, the project “Wir malen, bauen, basteln” .<Attachment 1>

Such a gradual involvement of students will form in them strong skills in project activities (the ability to ask questions, classify, observe, explain, etc.), which will allow them to independently master topics of interest to them in the next stages of learning.

The project method is one of the progressive methods of teaching and developing students. No wonder it belongs to the technologies of the XXI century.

Bibliography

1. Breygin, M.E. Project methodology in the lessons of the Spanish language // Inostr. lang. in school - 2004. - No. 2. - S. 28-32.
2. Koryakovtseva, N.F. Modern methods of organizing independent work of students of a foreign language. – M.: ARKTI, 2002.
3. Polat E.S. Method of projects in foreign language lessons // Inostr. lang. in school - 2000. - No. 2. - P.3-10.
4. Solovova, E.N. Apalkov V.G. Courses: "Development and control of communication skills" // "First of September" No. 17-24, 2005-2006.

Application of the technology of active and interactive teaching methods in German lessons and after school hours.

Chalenko E.S., German language teacher

The great goal of education is not only knowledge,

But above all action.
N.I. Myron

NOW is the time of transition to the Second Generation Federal State Educational Standard (FSES), which is based on a new ideology. Reproductive education is outdated. A transition to innovative teaching methods is needed. Next to me are my students. Everyone needs certain thinking skills and personality traits: the ability to analyze, compare, highlight the main thing, solve a problem, the ability to improve themselves and the ability to give adequate self-esteem, be responsible, independent, be able to create and cooperate - this is what a child needs to enter this world. And my main BUSINESS as a teacher is to create an emotionally comfortable, motivating and creative environment in which there is no coercion, and there is an opportunity for each student to find their place, show initiative and independence, freely realize their abilities and educational needs. The inclusion of the technology of active and interactive teaching methods in the educational process allows you to create such an environment both in the classroom and in extracurricular activities.

1. Educational game is able to provide a high degree of students' motivation to learn a foreign language, their involvement in the process of active communication. It is similar to an entertaining game: fun, entertaining, contains elements of competition. But the educational game has two goals: game and language. We not only play, but also practice. One of the main advantages of this teaching method is that the educational game is the best way to createpositive emotional attitude, atmosphere of psychological comfort, focus on the success of each studentwhich significantly increases the effectiveness of the lesson. Depending on the age characteristics of the students and the objectives of the lesson, I use grammar, lexical, phonetic, spelling, role-playing and creative games. In the process of working with children, we come up with our own games. For example,

"Biathlon"

Class: 2

Target: remembering the letters of the German alphabet.

Necessary materials: cards with letters.

Carrying out technology: Cards are displayed on the board. The student names the pictured letter. The teacher (strong student) controls the task. At the word "Richtig" the participant turns the letter upside down, "Falsch" - the letter remains open.

"Find me!"

Grade:5-7

Target: consolidation of vocabulary on the topic "City", repetition of the grammatical topic "Prepositions".

Necessary materials:city ​​plan cards.

Preliminary preparation:pupils prepare a plan of the city and repeat the grammatical theme "Prepositions".

Carrying out technology:students are divided into pairs. Before them lies a plan of the city. Students agree on a starting point. Then one of them voices his path, the other follows him mentally, at the end of the path the command “Find me!” sounds. The second student points to a certain place on the map. Then they switch roles.

2. Cool correspondenceModern forms of students' correspondence are E-Mail, SMS, chats, blogs. Digital communication doesn't carry the charm that the old classic writing on paper has. Letter, envelope, surprise inside, waiting for an answer. Our class has a mailbox. We get letters on Fridays. There are personal letters, there are letters from class to class. I use this method of work in the classroom and outside of school hours.

For example, a lesson in 8th grade. After repeating the past time 10-15 minutes before the end of the lesson, I divide the class into groups. Strong students get the task - to write a letter to the 11th grade about how they spent the weekend. And the rest of the students perform training exercises to determine the results of mastering the material covered.

In a group of strong students, I observe the following division: one writes, the other works with a dictionary, two draw “photos”. And each student in three sentences dictates his mini-story about the weekend, using the past tense form.

3. The Six Hats MethodI use it in high school for a comprehensive analysis of prose texts or a problem situation. We all perceive the world differently and think accordingly too. We can think in six different ways, that is, in six “hats”. The well-known psychologist Edward de Bono introduced the “six hats” metaphor into the practice of thinking development. Each student is invited to present their impressions and thoughts based on the color of the hat.

white hat - we think in facts, figures, without emotions and subjective assessments.

yellow hat - positive thinking, only positive aspects (it is necessary to prove why it is positive and positive).

Black hat - the opposite of a yellow hat. Find everything negative, problematic in the work.

red hat is an emotional hat. It is necessary to associate changes in one's own emotional state with the moments of the phenomenon under consideration.

green hat is a mode of creativity, generation of ideas, non-standard approaches and alternative points of view.

blue hat is the moderator's hat. This is a mode of monitoring the process of thinking and managing it (formulation of goals, summing up, etc.). Those who think in the blue line try to generalize the statements of other “hats”, to draw general conclusions.

4. Training by stations.Usually this method is used by me in the lessons of consolidation, generalization, systematization and control of the material. "Training by stations" requires a lot of preparation on the part of the teacher: the development of stations, the selection of tasks, the design of accompanying cards for students. Therefore, such forms of lessons are not often held. But it also increases the interest of students. I try to offer stations with different social forms, so that the tasks are carried out not only individually, but also in pairs and groups. Assignments may be mandatory or optional. I usually mark it with color. Judging by the practice, the guys are happy to go through all the stages of the lesson. And even in the case of obtaining an undesired result, they are not very upset. After all, they evaluated their work themselves.

5. Design work.This is my favorite method. Its principle is learning by doing. Theory is closely related to practice. Project work prepares students for independent learning throughout their lives. This method is characterized by focusing on the life experience and interests of students, purposeful planning, focusing on an accessible product, and not on a vague theory, promoting self-organization and responsibility for the work performed, social practicality.

In the classroom, students are happy to carry out creative projects. For example, in the 4th grade a zoo is being built, in the 5th grade an exhibition of pets is organized, in the 6th grade a dream school is being designed, in the 7th grade a correspondence trip to the cities of Germany and Russia is carried out, in the 8th grade collages about summer are made out, in the 9th grade advertising of future professions, in the 10th grade, the stand "Germany and the Germans", the 11th grade draws up a presentation "Great people of Germany and Russia."

Research projects require more time. Therefore, we most often do them outside of school hours. We present the best projects at the annual meeting of the school scientific society of students "Evrika".

So, active and interactive methods of teaching the German language contribute to:

• formation of positive educational motivation;
• increasing the cognitive activity of students;
• active involvement of students in the educational process;
• stimulation of independent activity;
• development of cognitive processes: speech, memory, thinking;
• effective assimilation of a large amount of educational information;
• development of creative abilities and non-standard thinking;
• development of the communicative-emotional sphere of the student's personality;
• revealing the personal and individual capabilities of each student and determining the conditions for their manifestation and development;
• development of universal skills.

The systematic and purposeful use of active and interactive methods in the classroom and outside of school hours makes it possible to ensure the effectiveness of the educational process and the guaranteed achievement of the planned goals of training, education and development.

Using active and interactive teaching methods in German lessons

report

26.03.2015

MBOU "Secondary school with. Natalin Yar Perelyubsky municipal district of the Saratov region "

Prepared by: German teacher

Sarsembayeva Natalya Alexandrovna

Introduction.

At present, when the need to speak foreign languages ​​is recognized by many sections of society, modern communication-oriented education prepares students for the use of a foreign language in real life, for cultural, professional and personal communication with representatives of other social traditions and social structures.

The study of German in the conditions of a municipal school does not have the opportunity to communicate with native speakers, and thus, in the absence of a language environment, the learning conditions are in conflict with the very essence of the subject “foreign language”. Modern education at school today has a number of shortcomings that naturally affect the level of German language proficiency in schoolchildren.

From here, some contradictions in the teaching of a foreign language in secondary school are determined:

between the content of education, which requires a creative approach in teaching, and traditional forms and methods of teaching, focused on the transfer of ready-made knowledge;

between the real ability to solve communicative problems in a foreign language and the insufficiently realized intellectual and communicative potential of students.

At the same time, the ever-growing demands of society and the time for the level of German language proficiency raise the question of improving the quality of teaching in a foreign language, “reasonable and justified choice of one method or another, their alternation depending on the conditions of a particular learning situation, goals and stage of teaching German language."

According to the educational standard of basic general education in a foreign language, teaching a foreign language has two main goals:

development of foreign language communicative competence, which implies the development of speech, language, sociocultural, compensatory, educational and cognitive competencies;

development and education of the ability and readiness for independent and continuous study of a foreign language:

a) further self-education with the help of a foreign language in other fields of knowledge;

b) development of the ability for self-esteem through observation of one's own speech in native and foreign languages;

c) personal self-determination of students in relation to their future profession;

d) the formation of a citizen and a patriot.

In this regard, the question of finding new, more effective methods, methods and techniques for teaching a foreign language culture to maintain a steady interest of children in learning a foreign language, developing information competence of students to create and maintain active motivation of schoolchildren to learn German in the absence of environment of language communication.

Using active and interactive teaching methods in German lessons.

1. The concept of passive, active and interactive teaching methods.

In pedagogy, there are numerous classifications of teaching methods. We are interested in the one based on which is the role of the student in the learning process; Traditionally, it has three methods:

1) Passive: where students act as the “object” of learning, who must learn and reproduce the material that is transmitted to them by the teacher, the source of knowledge. The main methods are lecture, reading, survey.

2) Active: where students are the "subject" of learning, perform creative tasks, enter into a dialogue with the teacher. The main methods are creative tasks, questions from the student to the teacher, and from the teacher to the student.

3) Interactive: From English. (inter - “between”; act - “action”) thus the literal translation means interactive methods - allowing learners to interact with each other; and interactive learning is learning built on the interaction of all students, including the teacher. These methods are most consistent with a student-centered approach, since they involve co-learning (collective, collaborative learning), and both the student and the teacher are subjects of the educational process. The teacher more often acts only as the organizer of the learning process, the leader of the group, the creator of the conditions for student initiative. In addition, interactive learning is based on the direct interaction of students with their experience and the experience of their friends, since most interactive exercises refer to the experience of the student himself, and not only educational, school. New knowledge, skill is formed on the basis of such experience.

2.2 List of active and interactive methods.

Further, it is advisable to provide a list of the most common active and interactive methods. It is very difficult to classify interactive methods, as many of them are a complex interweaving of several techniques. We offer a very conditional association of methods into groups, primarily according to the purposes of their use. The use of certain methods depends on various reasons: the purpose of the lesson, the experience of the participants and the teacher, their taste. It is also necessary to stipulate the conventionality of the names of many methods. Often the same name is used to denote different content, and vice versa, the same methods are found under different names.

1. Creative tasks.

2. Work in small groups.

3. Educational games.

3.1. Role playing.
3.2. Business.
3.3. Educational.

4. Use of public resources.

4.1. Specialist invitation.
4.2. Excursions.

5. Social projects.

5.1. Competition.
5.2. Exhibitions, performances, performances, etc.

6. Warm-ups (of various kinds).

7. Study and consolidation of new information material.

7.1. Interactive lecture.
7.2. The student as a teacher.
7.3. Working with visual aids.
7.4. Everyone teaches everyone.

8. Work with documents (as well as in it).

8.1. Drafting of documents.
8.2. Written work to substantiate your position.

9. Discussion of complex and debatable problems (and also).

9.1 POPS - formula.
9.2. design method.
9.3 Scale of opinions.
9.4. Discussion.
9.5. Debate.
9.6. Symposium.

10. Problem solving (as well).

10.1. Brainstorm.
10.2. Decision tree.
10.3. Negotiations and mediation.

2.3. Interactive methods in foreign language lessons.

One of the technologies that provide interactive learning is project method as a way to develop creativity, cognitive activity, independence. The typology of projects is varied.

According to M. E. Breigina, projects can be divided into: mono-projects, collective, oral-speech, visual, written and Internet projects. In real practice, one often has to deal with mixed projects that have signs of research, creative, practice-oriented and informational.

Project work is a multi-level approach to language learning, covering reading, listening, speaking and grammar. The project method contributes to the development of active independent thinking of students and orients them towards joint research work. In my opinion, project-based learning is relevant because it teaches children to cooperate, and learning to cooperate brings up such moral values ​​as mutual assistance and the ability to empathize, forms creative abilities and activates students. In general, in the process of project-based learning, the inseparability of education and upbringing can be traced.

The project method forms students' communication skills, a culture of communication, the ability to briefly and easily formulate thoughts, tolerantly treat the opinion of communication partners, develop the ability to obtain information from various sources, process it using modern computer technologies, creates a language environment that contributes to the emergence of a natural need in communication in a foreign language.

The project form of work is one of the relevant technologies that allow students to apply the accumulated knowledge in the subject. Students expand their horizons, the boundaries of language proficiency, gaining experience from its practical use, learn to listen to foreign language speech, hear, understand each other when defending projects. Children work with reference literature, dictionaries, a computer, thereby creating the possibility of direct contact with the authentic language, which is not possible with learning the language only with the help of a textbook in the classroom.

Project work is a creative process. A student independently or under the guidance of a teacher is looking for a solution to a problem, this requires not only knowledge of the language, but also possession of a large amount of subject knowledge, possession of creative, communicative and intellectual skills. In a foreign language course, the project method can be used on almost any topic. Working on projects develops imagination, fantasy, creative thinking, independence and other personal qualities.

This method gives positive results at the initial stage of training. Moreover, the sooner children start working on creating projects, the higher their educational achievements will be. Therefore, the work of creating projects becomes an integral part of the educational process.

Collaborative learning method.

The ideology of collaborative learning was developed in detail by three groups of American educators: R. Slavin from Johns Hopkins University; R. Johnson and D. Johnson of the University of Minnesota; E. Aronson's group from California State University. The main idea of ​​this technology is to create conditions for active joint learning activities of students in different learning situations. There are many different options for collaborative learning.

Basic principles:

a) groups of students are formed by the teacher before the lesson, taking into account the psychological compatibility of children. In each group there should be girls and boys, different in strength. The composition of the group can be changed from lesson to lesson;
b) the group is given one task, but when it is completed, the distribution of roles between members of the group is provided;

c) the work of the whole group is evaluated;

d) the teacher himself chooses the student of the group, who must report for the task.

Collaborative learning options :

student team learning ( STL , learning in a team). Emphasis is placed on "group goals" and the success of the entire group. Thus, the task of each team member is to acquire the necessary knowledge, form the necessary skills, and at the same time the whole team must know what everyone has achieved. In short, STL boils down to three main principles:

a) teams receive one award for all. Groups do not compete with each other, as they all have a different “bar” and are given different times to reach it.

b) The "individual" responsibility of each student means that the success or failure of the entire group depends on the success or failure of each of its members.
c) each student brings points to his group, which it earns by improving its own previous results. Comparison, therefore, is carried out not with the results of other students of this or other groups, but with their own, previously achieved.

Another variant of collaborative learning was developed by Professor E. Aronson in 1978 and calledhis Jigsaw ("Openwork Saw"). Students are organized into groups of 4 - 6 people to work on educational material, which is divided into fragments. Each member of the group finds material on their subtopic. Then students studying the same subject but working in different groups meet and exchange information as experts on the subject. Then the guys return to their groups and teach everything new to their comrades in their group. At the final stage, the teacher can ask any student in the team to answer any question on the topic.

In 1986, R. Slavin developed a version of the technology"Jigsaw-2" ("Saw-2"), which involved working in groups of 4-5 people. The whole team worked on the same material, but at the same time, each member of the group received his own subtopic, which he developed with particular care and became an expert on this issue. Experts from different groups met and exchanged information. At the end of the cycle, all students underwent individual control. The results were summarized. The team with the most points was awarded.

Another option for collaborative learning islearningtogether(learning together) was developed at the University of Minnesota in 1987 (D. Johnson, R. Johnson). The class is divided into groups of 3-4 people. Each group gets one assignment, which is part of a larger topic that the whole class is working on. In the process of work, the groups communicate with each other, participating in a collective discussion, clarifying the details, offering their options, asking each other questions. The group receives awards depending on the achievements of each student. Therefore, in this case, the tasks in groups are differentiated in terms of complexity and volume.

This method is the basis for the development of the project. The main idea is to create conditions for the active joint activity of students in different learning situations. Children are united in groups of 3-4 people, they are given one task, while the role of each is stipulated. Each student is responsible not only for the result of his work, but also for the result of the whole group. Therefore, weak students try to find out from the strong what they do not understand, and strong students strive for the weak to thoroughly understand the task. And the whole class benefits from this, because gaps are jointly eliminated.

Practice shows that learning together is not only easier, but more interesting and much more effective. And this applies to both academic success in the subject, and the intellectual and moral development of children. Help each other, solve the problem together, reach the truth, share the joy of success and the bitterness of failure - these qualities will be useful to the guys both at school and in life. For the teacher, this system provides tremendous opportunities for a creative approach to both the subject and the students.

After the first experience of using the method of teaching in cooperation, it becomes obvious that students behave more actively. Weak students felt self-confidence. They are aware of their importance: and the success of the whole group depends on their efforts. The resulting positive assessment was the result of the efforts of each student and served as an incentive for further interest in each other, in joint work and in learning in general.

Collaboration, not competition, is at the heart of learning. It also means that each student learns according to his own abilities and therefore has a chance to be evaluated on an equal basis with others. If both "strong" and "weak" students expend the same effort to reach their level, then it is only fair that their efforts be evaluated equally, provided that in both cases each did what he could. It has long been noted that if the efforts that students in a group spend to achieve a common result are evaluated, then, as a rule, their motivation increases.

To achieve a positive result when using the teaching method in cooperation, the following requirements must be observed:

1. Before the groups begin independent work, it is necessary to say about their responsibility for each of the partners so that each of the group members learns the material well. Only in this case they can count on the highest score.

2. The assessment is put one for the whole group. You can evaluate both joint efforts and individual ones.

3. The teacher should remain friendly, monitor student activity and help any group if help is needed.

The technology of learning in cooperation involves the use of such active forms as debate, press conference, discussion, role-playing game.

The content of such discussions is usually any problem of real life. For example, choosing a profession, plans for the future, relationships with parents, protecting the environment, the role of women in society, and others.

Discussion as a form of work is considered complex and requires the manifestation of many qualities of students, who are required to possess a sufficient level of speech competence, i.e. willingness to engage in real communication.

The goal of teaching a foreign language in humanistic pedagogy, according to Galskova N.D., is to develop the student's ability for intercultural interaction and the use of the language being studied as a tool for this interaction. Comparison of the new experience acquired by the student with the knowledge he has is accompanied by the acquisition of his individual experience. The acquisition of the individual experience of the student is carried out by activating the learning process. And this is achieved by applyingcritical thinking development technologies through reading and writing.

Critical thinking means evaluative, reflective thinking. This is open thinking, not accepting dogmas, developing by imposing new information on life's personal experience.

In this technology, the role of the teacher is fundamentally changing. It becomes a partner that activates and guides the learning process. Students learn to communicate without conflict. Student-centered learning is being carried out, in which each student not only receives another volume of ready-made knowledge, but is involved in the process of constructing knowledge on the basis of equal partnerships.

American educators J. Steele, C. Meredith and C. Temple developed the structure of the RKChM technology, consisting of three stages: challenge, comprehension of the content, reflection.

The first stage (call stage) - actualizes the existing knowledge of students, arouses interest in the topic; it is here that the objectives of the study of the material are determined. For this, various techniques and strategies are used, for example, clusters.

The second stage is the comprehension of new material. This is where the main content work with the text takes place. At this stage of learning, in the process of working with new information, students are encouraged to use such a technique as marking text with symbols:v”-know, ”+”-new information,”-“-what I learned does not match what I knew,”?”-insufficient information, more needs to be learned. What students learned from the text, we complement with a different color to the cluster.

The third stage is contemplation or reflection. Here, students comprehend the studied material and form their personal opinion, attitude towards the material being studied.

Thus, using the techniques and strategies of technology for the development of critical thinking, it is possible to “arm” students with a wide variety of resources in working with various types of information. The children learn to work with the text: evaluate information, highlight contradictions in the text and the types of structures present in it, argue their point of view, relying not only on logic, but also on the ideas of the interlocutor.

3. Practical experience.

Interactive learning is a special form of organizing cognitive activity. She has in mind very specific and predictable goals. One of these goals is to create comfortable learning conditions, such that the student feels his success, his intellectual viability. This makes the learning process productive. The essence of interactive learning is that during the learning process, all students are involved in the process of learning, have the opportunity to understand and reflect on what they know and think. The joint activity of students in the process of learning, mastering the educational material means that "everyone makes his own individual contribution, there is an exchange of knowledge, ideas, ways of activity" . Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to receive new knowledge, but also develops cognitive activity itself, transfers it to higher cooperation and cooperation.

In my lessons, I also try to involve all students in the work, using forms of interactive learning. The main task that I have to solve at this stage is to increase the motivation of students to study the subject "German". Therefore, it is necessary to build lessons in such a way that they are not only effective, but also interesting.

Brainstorm.

During this exercise, students collectively or individually develop a specific topic or semantic field of a concept. Students freely express opinions and ideas in connection with a topic or concept, touch on various aspects of the topic and fix their opinion in the form of separate words, phrases, incomplete phrases, short sentences. This exercise allows students with different levels of language proficiency to contribute to the development of an idea, to expand the general information field by common efforts, and to activate the vocabulary of schoolchildren.

Example 1: The letters of the German alphabet are written on the blackboard. The teacher asks the class to remember the words on the topic "School" ("Die S chule”) beginning with these letters and write them on the board. The student chooses a single letter, writes down the word.

BUT -Abitur AT - Bücher P - Pause K - Klasse U - Unterricht

M-Mitschuler L-Lehrer H-Hausaufgabe and so on .

Example 2. Dates (eg milestones in a teacher's life) are written on the blackboard. Students should guess what these dates indicate.

1975 - Geburtstag

1982 – dasersteSchultag

1992- Schulabschluss

1995 – Heiratusw.

Role-playing game.

Role plays are often used in my lessons. This exercise involves students alternately performing social and psychological roles, mastering communication in conditions of social contact that are as close as possible to the conditions of real communication. Most often, students have to try on social roles, for example, buyer - seller, doctor - patient, tourist - local resident , teacher - student, waiter - visitor to a cafe or restaurant. Psychological roles are more often taken on by high school students. They reflect the psychological state (adult, child, friend, enemy, rival).

Examples:

A) social role playing. A typical example, in which generally accepted conventions dominate, are situations of requesting - providing information.

A .: Excuse me, could you tell me how to get to the bus station?

V .: Of course, go straight and you will come to the bus station.

B) Psychological role-playing game. Statements of several adults about adolescent teenagers about their parents are given. Try in the role of a psychologist to find an explanation for them for any of the situations. Work together.

Work in small groups.

To get a feel for how group work is carried out in German lessons, I invite you to participate in this type of work.

Master Class

stage of motivation.

L.: Hort euch zwei Musikstücke an. Was fur die Musikstucke sind das?

(die Nationalhymne Deutschlands und Russlands)

L.: Was meinen Sie? Woruber werden wir heute sprechen?

(über die beiden Lander)

L.: Ganzrichtig. Wir sprechen heute über Deutschland und Russland.

Wir arbeiten heute in Gruppen. Haben Sie nichts dagegen? Wollen wir uns teilen!

(cards with the image of the flags of Germany and Russia are distributed, respectively, two groups are created for these cards)

The stage of actualization and fixation of an individual difficulty in a trial educational action.

a) L.: Was können Sie schon von Deutschland und Russland? (…)Wir brauchen heute Mehrzahlen. Wiederholen wir die!(…)

3. The stage of consolidating what has been learned with pronunciation in external speech.

L.: Ü benwirunseinbischen. Schreiben Sie je zwei Numeralien auf den Kärtchen und tauschen Sie gegen einander. Jetzt nennen Sie diese Mehrzahlen.

b) Group work

Heute müssen wir auch unsere Kenntnisse systematisieren und vielleicht sogar erweitern. Hier helfen uns der Plan, die Landkarten und Arbeitsblätter. Füllen Sie bitte die Tabellen aus, benutzen Sie dabei die Landkarten und Arbeitsblätter, wo Sie richtige entsprechende Information wählen können.

The stage of inclusion of what has been studied in the knowledge system.

L.: Also, welche Ergebnisse haben Sie bekommen. Beachten Sie die Mehrzahlen! Tauschen Sie bitte die Informationen. Schreiben Sie die fehlenden Angaben..

Der Plan

Deutschland

Russland

Die Lage (Wo liegt das Land?)

Die Grenzen

Die Fleche(Wie ist die Fläche des Landes?)

Die Hauptstadt (Welche Stadt ist die Hauptstadt ...?)

Die Staatsflagge (Wie sind die StaatsfarbenDeutschlands/Russlands?)

Die gröβten Stadtesind…

Die gröβten Flussesind…

5. Stage of reflection of educational activity.

L.: Sie haben heute sehr gut und produktivgearbeitet. Was haben Sie besonders gut geschafft? Mit welchem ​​Fach war unsere Stunde eng verbunden?

Die Hausaufgabe:

L.: Welche Aspekten fehlten heute in Ihren Berichten? Was möchten Sie noch über diese Länder erfahren oder erzählen? Machen Sie bitte das zu Hause und erweitern Sie bitte die Tabellen. Suchen Sie bitte auch die Information über Saratower Gebiet anhang der Tabelle.

4.Project.

A fairly effective interactive method of work is the project.

The project helps me solve several problems at once. This is the development of interest in the subject, in the country of the language being studied, the expansion of the general outlook of students and the vocabulary of students, the formation of universal educational activities and informational competence.

Depending on the level of training, the nature of the project work also changes. At the initial and middle stages, most often individual short-term projects “A Book About Myself”, “My Schedule”, “School of My Dreams”, “My Favorite Time of the Year” and others are created. Among the individual long-term projects at the middle stage, one can name the Phrasebook project. Further, the projects become longer-term, thorough and most often group ones. I want to present you several options for student projects.

Conclusion.

The use of active and interactive teaching methods makes the learning process lively, effective and interesting.

From the experience of I.I. Matyushina, teacher of the German language, secondary school No. 3, Obluchye This collection offers the experience of using role-playing games in German lessons in order to increase motivation to study the subject. The teacher offers a number of tasks to test students' mastery of the language material. The collection can be recommended for teachers of the German language.

A word about a teacher

Irina Ivanovna Matyushina has been working as a teacher in secondary school No. 3 in the city of Obluchye for 20 years. German is taught in grades 5-11 under federal programs using basic textbooks. The professional culture of the teacher is manifested in the formation of such skills as:

• Organizational (the ability to organize any kind of work);
  

Design (ability to plan work);


• adaptive (the ability to act according to a plan in specific learning conditions);
• motivational (the ability to effectively stimulate the cognitive activity of students);
• communicative (the ability to communicate with students in the classroom and outside it);
• cognitive (interest in research activities);
• the ability to control and self-control.

The teacher has a high level of language competence: he demonstrates fluency in German, competently uses lexical, grammatical and phonetic material within the framework of the topics and problems discussed. Does not experience difficulties of a sociolinguistic and sociocultural nature.
I.I. Matyushina was among the first to join the experiment on the early teaching of German to schoolchildren.
To instill interest in the subject "German", the teacher uses technical teaching aids: audio, video and computer technologies. In his lessons, the teacher pays attention to the moral and aesthetic education of students, develops their thinking, teaches communication skills and instills in them the features of a civilized personality. In order to develop motivation to study the subject, Irina Ivanovna also uses her personal experience of staying in Germany, introducing students to the regional realities of the country of the language being studied in the classroom and in extracurricular activities.
Along with the traditional ones, the teacher uses innovative teaching technologies, for example, information and communication technologies. So, the teacher uses this technology in an integrated lesson on the topic "Music".
The teacher conducts purposeful work with gifted children. Pupils of 9th-11th grades have become winners of subject Olympiads in the German language for a number of years.
Irina Ivanovna also gives her students the opportunity to prove themselves at the All-Russian level. This is the participation of her students in the All-Russian competition "Festival of research and creative works of students" Portfolio ".
The teacher himself does not lag behind his students, taking part in regional competitions (in 2005 - in the competition of information technologies in the nomination "Lessons using information technologies", in 2006 - in the competition of programs of optional and elective courses).
The desire to improve the professional level, the desire to share with colleagues their own experience in teaching schoolchildren makes I.I. Matyushin is an active participant in various events organized in the region. For example, in 2001 she took part in the seminar "German: literature, regional studies, didactics" (Khabarovsk), in 2006 - in the municipal methodological conference "The use of information technology as a means of improving the quality of education" and in the same year ( also in Khabarovsk) - in the international scientific-practical conference "Language Policy and Language Education in the Conditions of Intercultural Communication".
The topic of self-education of the teacher Irina Ivanovna Matyushina is "Effective methods and techniques for teaching foreign languages."