Teaching methods are ways of joint activities between the teacher and students, aimed at achieving their educational goals (A.V. Khutorskoy). A method is a way, a way to achieve a goal. The success of the entire educational process largely depends on the choice of methods used. These are caused by special attention to teaching methods. A method is part of the type of activity of a student or teacher, a unit of action performed. The choice of teaching methods is determined by: the semantic goals of education, the characteristics of the training course, the purpose of a particular lesson, the capabilities of students, the availability of time and means of teaching, the preferences of the teacher and the characteristics of the didactic system he uses. An integral part of the method is reception. Certain techniques may be included in different methods (for example, the technique of formulating a question to find out the reasons - in methods of research, explanation, reflection, etc.).
Classification of teaching methods The role and place of methods in teaching is determined by their types and functions. Therefore, the key didactic problem is the classification of teaching methods. However, there is no uniform classification of teaching methods. But consideration of different approaches to dividing them into groups allows us to systematize the methods as a didactic toolkit. The role and place of methods in teaching is determined by their types and functions. Therefore, the key didactic problem is the classification of teaching methods. However, there is no uniform classification of teaching methods. But consideration of different approaches to dividing them into groups allows us to systematize the methods as a didactic toolkit. Historically, the first teaching methods are considered to be the teacher's methods (story, explanation), student methods (exercises, independent work) and methods of their joint work (conversation).
Classification of methods according to the source of knowledge TEACHING METHODS Verbal visual practical story lectures conversation discussions work with text Illustrations (posters, paintings, tables) Demonstrations (experiments, videos, computers) Didactic games laboratory work exercises experiments Business games
Classification by increasing degree of independence of students (I.Ya. Lerner, M.N. Skatkin) research and search creative activity of students to solve problems that are new to them; a partially search (heuristic) teacher breaks the problem into parts, and students take separate steps to solve sub-problems problem presentation The teacher poses a problem to students and shows the way to solve it; students follow the logic of solving a problem, receive a sample of the development of cognition; reproductive students perform actions according to the model; an explanatory and illustrative (informational) teacher reports information, students perceive it
Babansky Yu.K. Based on highlighting the degree of manifestation of the search nature of the activity, he proposed three main groups of methods: Methods of stimulating and motivating learning - educational games, educational discussions, methods of educational encouragement and reprimand, presentation of educational requirements. Methods of organizing and implementing educational activities - verbal, visual, practical; inductive and deductive methods; problem-search, heuristic, research, reproductive (instruction, explanation, training) methods; independent work with a book, with instruments, etc. Methods of control and self-control - oral and written control, laboratory, machine control, self-control methods.
From the point of view of ensuring productive person-oriented education, teaching methods are classified as follows (A.V. Khutorskoy): From the point of view of ensuring productive person-oriented education, teaching methods are classified as follows (A.V. Khutorskoy): 3) Organizational methods, i.e. . methods of teachers, students, education managers. Methods of teachers and students - educational goal setting, planning, review method, self-control, reflection, etc. Administrative methods are associated with the creation and development of the educational process both on the scale of the curriculum and the entire school. 2) Creative methods that allow students to create their own educational products. These include the method of empathy (getting used to), brainstorming, methods of figurative and symbolic vision, the method of errors, the method of constructing rules, etc. 1) Cognitive methods, or methods of educational knowledge of the world around us. These are, first of all, research methods in various sciences - methods of comparison, analysis, synthesis, classification.
Requirements for the effectiveness of methods: high content and scientific content; close connection with life, practice; logic, persuasiveness; emotionality, clarity and brightness of speech; skillful combination with other methods, especially demonstration of clarity; dynamism (dramatism); problematic presentation of educational material; Verbal methods (story, explanation, instruction...)
Verbal methods (discussion, conversation...) problematic posing of questions constant management, adjustment of the course of the lesson work around the main problems of discussion polemical nature stimulating creativity objective assessment of each speech Orienting students to practice and further work
Exercises (introductory, basic, training...) application after mastering theoretical material, transformation of knowledge into skills and abilities, understanding by students of the purpose of the exercise, content and sequence, phasing of actions, continuous maintenance of students’ interest in the exercise and a conscious attitude towards its implementation, ensuring competitive spirit; developing students’ self-control and self-assessment skills
Independent work (working with a book, printed sources, the media...) research (heuristic) nature of independent work (including homework assignments) motivation to search, solve an educational problem, taking into account individual and group characteristics of students, individualization and differentiation of independent assignments organization of advisory assistance methodological control over independent work and its adequate assessment
In traditional pedagogy, problem-based, research and practical methods are not used enough. In traditional pedagogy, problem-based, research and practical methods are not used enough. In student-centered learning, the main factors in choosing methods are the task of organizing students’ productive activities and their acquisition of personal meaning. In student-centered learning, the main factors in choosing methods are the task of organizing students’ productive activities and their acquisition of personal meaning. The first and most important principle that can be offered to a creative teacher is this: Whatever you want to say, ask! The first and most important principle that can be offered to a creative teacher is this: Whatever you want to say, ask! In the lesson, it is important to create a learning environment where the student would ask questions about his achievements, difficulties and In the lesson, it is important to create a learning environment where the student would ask questions about his achievements, difficulties and successes, and build a trajectory of his own development together with the teacher.
Didactic workshop Formulate a task for students on a topic of your choice, the implementation of which would involve the use of methods if..., getting used to the image, reflection, etc. Formulate a task for students on the topic you have chosen, the implementation of which would involve the use of methods if..., getting used to the image, reflection, etc. Come up with and describe some of your own teaching methods related to the productive activities of schoolchildren in the classroom. Come up with and describe some of your own teaching methods related to the productive activities of schoolchildren in the classroom.
Final reflection 1. Give the reasons for classifying teaching methods. 2. Is it possible to construct a unified classification of teaching methods? 3. What teaching methods, in your opinion, contribute to the development of schoolchildren’s interest in learning. Justify your answer. 4. What is the relationship between methods and learning objectives? Methods and forms of teaching? Methods and forms of teaching? Methods and content of training? Methods and content of training?
Recommended reading Babansky Yu.K. Methods of teaching in modern secondary schools. - M., 1985. Babansky Yu.K. Methods of teaching in modern secondary schools. - M., 1985. Lerner I.Ya., Skatkin M.N. About teaching methods //Sov. Pedagogy – 3. Lerner I.Ya., Skatkin M.N. About teaching methods //Sov. Pedagogy – 3. Makhmutov M.I. Modern lesson. - M., Makhmutov M.I. Modern lesson. - M., Kharlamov I.F. Pedagogy: Textbook. Manual.- M., Kharlamov I.F. Pedagogy: Textbook. Manual.- M., Khutorskoy A.V. Modern didactics: Textbook for universities. - St. Petersburg, Khutorskoy A.V. Modern didactics: Textbook for universities. - St. Petersburg, 2001.
Bibliography 1. Khutorskoy A.V. Modern didactics: Textbook for universities. - St. Petersburg, Krysko V.G. Psychology and pedagogy in diagrams and tables. – Mn., Bondarevskaya E.V. Theory and practice of personality-oriented education. - Rostov-on-Don, 2000.
Slide 2
Teaching methods
Method (literally the path to something) means a way to achieve a goal, a certain ordered activity.
Slide 3
According to the source of knowledge.
a) verbal methods (the source of knowledge is the spoken or printed word);
b) visual methods (the source of knowledge is observed objects, phenomena, visual aids);
c) practical methods (students gain knowledge and develop skills by performing practical actions).
Slide 5
Visual teaching methods
- Illustration method
- Demonstration method
Slide 6
Practical teaching methods
- Exercises.
- Creative works.
Slide 7
Classification of teaching methods depending on the nature of students’ cognitive activity:
- Explanatory and illustrative.
- Reproductive.
- Problematic.
- Partial search method, or heuristic method.
- Research method.
Slide 8
Slide 9
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Slide 11
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Slide 13
Types of lessons
- lesson on introducing new material;
- lesson to consolidate what has been learned;
- lesson in applying knowledge and skills;
- lesson of generalization and systematization of knowledge;
- lesson of testing and correction of knowledge and skills;
- combined lesson.
Slide 14
1. Lesson on introducing new material
1. communication of the topic, purpose, objectives of the lesson and motivation for learning activities;
2. preparation for learning new material through repetition and updating of basic knowledge;
3. familiarization with new material;
4. primary understanding and consolidation of connections and relationships in the objects of study;
5. setting homework assignments;
6. summing up the lesson.
Slide 15
2. Lesson to consolidate what has been learned
1. checking homework, clarifying directions for updating the material;
2. communication of the topic, purpose and objectives of the lesson, motivation for learning;
3. reproduction of what has been learned and its application under standard conditions;
4. transfer of acquired knowledge and its initial application in new or changed conditions in order to develop skills;
5. summing up the lesson;
6. setting homework.
Slide 16
3. Lesson in applying knowledge and skills
1. checking homework;
2. motivation of educational activities through students’ awareness of the practical significance of the knowledge and skills used, communication of the topic, purpose and objectives of the lesson;
3. understanding the content and sequence of practical actions when performing upcoming tasks;
4. independent completion of tasks by students under the supervision of the teacher;
5. generalization and systematization of the results of completed tasks;
6. summing up the lesson and setting homework.
Slide 17
4. Lesson on generalization and systematization of knowledge
1. setting the goal of the lesson and motivating students’ learning activities;
2. reproduction and correction of basic knowledge
3. repetition and analysis of basic facts, events, phenomena;
4. generalization and systematization of concepts, assimilation of a system of knowledge and their application to explain new facts and perform practical tasks;
5. assimilation of leading ideas and basic theories based on a broad systematization of knowledge;
6. summing up the lesson.
Slide 18
5. Lesson on testing and correcting knowledge and skills
1. familiarization with the purpose and objectives of the lesson, instructing students on organizing work in the lesson;
2. testing students’ knowledge of factual material and their ability to reveal elementary external connections in objects and phenomena;
3. testing students’ knowledge of basic concepts, rules, laws and the ability to explain their essence, justify their judgments and give examples;
4. testing students’ abilities to independently apply knowledge under standard conditions;
5. testing students’ abilities to apply knowledge in modified, non-standard conditions;
6. summing up (in this and subsequent lessons). Slide 21
Lesson - role play
1. preparatory;
2. gaming;
3. final;
4. analysis of results.
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School teaching methods
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Forms and methods of teaching
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Technologies and teaching methods
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Teaching methods
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Ways of learning
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Approaches in education
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Differentiation and individualization of learning
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Teaching Strategies
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Active learning
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Methods of training and education
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Individual educational route
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Forms of study at the university
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Research Seminar
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Systems approach
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Active learning methods in primary school
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Active forms of learning
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Interactive training
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Active learning methods
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Interactive forms of training
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Personality-oriented learning technologies
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Traditional and learner-centered learning
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Modular training system
Slides: 14 Words: 411 Sounds: 0 Effects: 82Terrible danger. The concept of "module". Module composition. Differences between modular training. The purpose of modular training. Initial scientific ideas. Sequence of teacher actions. Routing. Creating a modular program. Private didactic goals. The sequence of actions of the teacher when compiling a module. Form of educational element. - Modular training system.ppt
Modular learning at school
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Multi-level training
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Programmed learning
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Differentiated learning
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Technology of pedagogical workshops
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Interactive teaching methods
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Student-centered learning
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Personality-oriented technologies
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Modular training
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Modular learning technology
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Pedagogical workshop
Slides: 14 Words: 921 Sounds: 0 Effects: 0Pedagogical workshop as a creative method of implementing the philosophy of education. What is a pedagogical workshop? Problem field of the pedagogical workshop. Pedagogical workshop as a creative process. As a result, during the process of intuitive search, something new appears in the minds of the participants. At the next stage, an understanding of the laws of the creative process occurs (reflection). The pedagogical workshop is a form of self-awareness (reflection). Reflection. In the pedagogical workshop, both types of reflection are constantly at work. Pedagogical workshop as an epiphany. The ascent is planned in advance by the workshop leader. - Pedagogical workshop.ppt
Independent work in class
Slides: 68 Words: 1952 Sounds: 0 Effects: 41Requirements for independent work. Having a specific goal. Availability of a specific task. A clear form of expressing the result cf. Determination of the form of verification cf. It is obligatory for each student who receives the task to complete the task. The content of the assignments must correspond to the specific TDC. Individualize tasks to ensure successful completion cf. Five groups. Questionnaire for students. Our teachers apply management principles when teaching. Table for collecting data characterizing the organization of independent work in the lesson. Was there independent work during the lesson? -
Slide 1
m o e a r b z d l ly u ch k
Slide 2
Teaching methods
Method (literally the path to something) means a way to achieve a goal, a certain ordered activity.
Slide 3
According to the source of knowledge.
a) verbal methods (the source of knowledge is the spoken or printed word); b) visual methods (the source of knowledge is observed objects, phenomena, visual aids); c) practical methods (students gain knowledge and develop skills by performing practical actions).
Slide 5
Visual teaching methods
Illustration method Demonstration method
Slide 6
Practical teaching methods
Exercises. Creative works
Slide 7
Classification of teaching methods depending on the nature of students’ cognitive activity
Explanatory and illustrative Reproductive Problematic Partial search method, or heuristic method. Research method.
Slide 13
Types of lessons.
lesson on introducing new material; lesson to consolidate what has been learned; lesson in applying knowledge and skills; lesson of generalization and systematization of knowledge; lesson of testing and correction of knowledge and skills; combined lesson.
Slide 14
1. Lesson on introducing new material
1. communication of the topic, purpose, objectives of the lesson and motivation for learning activities; 2. preparation for learning new material through repetition and updating of basic knowledge; 3. familiarization with new material; 4. primary understanding and consolidation of connections and relationships in the objects of study; 5. setting homework assignments; 6. summing up the lesson.
Slide 15
2. Lesson to consolidate what has been learned
1. checking homework, clarifying directions for updating the material; 2. communication of the topic, purpose and objectives of the lesson, motivation for learning; 3. reproduction of what has been learned and its application under standard conditions; 4. transfer of acquired knowledge and its initial application in new or changed conditions in order to develop skills; 5. summing up the lesson; 6. setting homework.
Slide 16
3. Lesson in applying knowledge and skills
1. checking homework; 2. motivation of educational activities through students’ awareness of the practical significance of the knowledge and skills used, communication of the topic, purpose and objectives of the lesson; 3. understanding the content and sequence of practical actions when performing upcoming tasks; 4. independent completion of tasks by students under the supervision of the teacher; 5. generalization and systematization of the results of completed tasks; 6. summing up the lesson and setting homework.
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4. Lesson on generalization and systematization of knowledge
1. setting the goal of the lesson and motivating students’ learning activities; 2. reproduction and correction of basic knowledge 3. repetition and analysis of basic facts, events, phenomena; 4. generalization and systematization of concepts, assimilation of a system of knowledge and their application to explain new facts and perform practical tasks; 5. assimilation of leading ideas and basic theories based on a broad systematization of knowledge; 6. summing up the lesson.
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5. Lesson on testing and correcting knowledge and skills
1. familiarization with the purpose and objectives of the lesson, instructing students on organizing work in the lesson; 2. testing students’ knowledge of factual material and their ability to reveal elementary external connections in objects and phenomena; 3. testing students’ knowledge of basic concepts, rules, laws and the ability to explain their essence, justify their judgments and give examples; 4. testing students’ abilities to independently apply knowledge under standard conditions; 5. testing students’ abilities to apply knowledge in modified, non-standard conditions; 6. summing up (in this and subsequent lessons).
Method (literally the path to something) means a way to achieve a goal, a certain ordered activity.
a) verbal methods (the source of knowledge is the spoken or printed word);
b) visual methods (the source of knowledge is observed objects, phenomena, visual aids);
c) practical methods (students gain knowledge and develop skills by performing practical actions).
Working with a textbook and book.
Excursion
Discussion.
Explanation.
Independent work
Illustration method
Demonstration method
Exercises.
Creative works
Explanatory and illustrative
Reproductive
Problematic
Partial search method, or heuristic method.
Research method.
Activities of the teacher
Student activity
1. Explanatory and illustrative method(information-receptive). The main purpose of the method is to organize the assimilation of information by students by communicating educational material to them and ensuring its successful perception. The explanatory and illustrative method is one of the most economical ways to convey to students the generalized and systematized experience of humanity
1. Communication of educational information using various didactic means: words, various aids, including films and filmstrips, etc. The teacher makes extensive use of conversation, demonstration of experiments, etc.
1. The activity of students is to perceive, comprehend and remember the information communicated
Activities of the teacher
Student activity
2. Reproductive method.
The main purpose of the method is to develop skills and abilities to use and apply the acquired knowledge
Development and application of various exercises and tasks, use of various instructions (algorithms) and programmed training
