Methodological device translated from Greek means "an option to achieve the goal." This is a certain system of interrelated sequential actions of pupils and a teacher, thanks to which the full assimilation of new educational material occurs.
Theoretical foundations
Methodological technique is a multidimensional and multidimensional concept. Pedagogical science does not contain any single specific approach to identifying methods. Various authors suggest the following teaching methods:
- story;
- discussion;
- work with textbook;
- laboratory workshop;
- explanation;
- test;
- exercise;
- illustration;
- demonstration;
- various types of survey (frontal, individual, written);
- exercise.
At the same time, each methodological technique has many varieties that help to successfully cope with any didactic tasks.
Teaching Techniques
Methodological techniques in the lesson are used by the teacher, taking into account individualfeatures of the class, type of training session. Reception is an integral part of the method. In pedagogical colleges and higher educational institutions, future teachers master all the teaching methods developed by the leading representatives of pedagogical science. Methodological techniques in elementary school provide for the maximum use of visual teaching aids, which is necessary at this age.
Working with the book
When reading a book, several methods are distinguished at once:
- read text aloud;
- drawing up a plan according to the read text;
- filling in the table according to the content read;
- highlighting the logical scheme of the heard text;
- drawing up a brief summary;
- quote selection.
In different situations, methodological techniques in the lesson can be carried out by using a variety of techniques.
For example, when working with a book, in one lesson they combine taking notes and reading aloud, and in another lesson, quotes are selected for the text and a logical diagram is drawn up. Compiling it, the guys use explanatory and illustrative methods. The teacher, in the process of introducing pupils to new educational material, offers them independent work.
What you need to use techniques and methods
Pedagogical methodological techniques are implemented only when the educational process is provided with the necessary material resources. For laboratory admissionequipment is required, for computer technology - a personal computer. Learning tools are called material objects that are necessary to support the learning process. They become the main tool in the work of the modern teacher.
Material Learning Tools
These include visual aids: illustrations, collections, dummies; technical teaching aids, didactic material.
Materialized means are considered gestures and facial expressions, speech, communicative, cognitive, labor activity.
The purpose of teaching aids is determined by their didactic characteristics. For example, when teaching chemistry, the teacher uses a demonstration experiment at the stage of learning new material. To consolidate the acquired knowledge and skills, the children are offered practical and laboratory work.
Functions
The teaching aids used in the modern school serve several functions.
- Compensatory contributes to facilitating the educational process, helping to achieve the goal with minimal time and physical costs.
- Adaptive helps the teacher to correlate the content of the academic discipline with the individual and age characteristics of schoolchildren, to obtain favorable conditions for the harmonious development of children, to create conditions for organizing independent work of schoolchildren.
- Informative means the use of various textbooks, videos, projection equipment,laboratory equipment.
- Integration consists in the totality of the studied phenomena and objects, revealing the essence and properties of processes or laws.
Zigzag technique
This methodical technique is suitable for situations in which it is necessary to learn a large amount of information in a short period of time. In the school curriculum in many academic disciplines, a minimum number of hours are allotted for the study of specific topics. In order to have time to consider as many paragraphs as possible during the lesson, it is precisely such methodological techniques that come to the aid of the teacher. At school, "zigzag" allows you to remember the details of a large amount of information in a short period of time. The material is assimilated in an interactive form, the teacher does not offer the students a ready-made solution, the students themselves search for it. These methodological techniques are group work skills. There is a mobilization of all students, they learn together to look for the main idea in the text, to systematize information. Such types of methodological techniques as “pivot tables”, “essays”, “cluster” are suitable for “zigzag”.
The main purpose of using the "zigzag" technique is to master a large layer of new material. Initially, the teacher divides the text into several separate parts. There are several study groups in the class, in each the number of children does not exceed 5-6 people. They are considered "primary" blocks. New material is divided into as many parts as there will be participants in each block.
When considering a large text, you can increase the number of children in primary groups up to 6-7 people. Suggestchildren the same text. Each member of the group gets their own numbered passage. Further, the student works out his part of the text individually, draws up a supporting summary. Its main task is to obtain a high-quality "squeeze" from the read passage. Methods and methodological techniques for carrying out such work by the teacher are not limited. You can draw up a diagram, make a table, design a cluster.
At the next stage of work, group work is carried out. Students go to "colleagues", expert groups are formed. In one block, guys working with different passages from the same text will be collected. Discussion is taking place. The guys change their opinions, works, choose the best option for presenting their "piece" of the text. As an additional task, the teacher suggests compiling questions based on the passage so that the rest of the children understand whether the material has been mastered. Next, the students return to the "original blocks", the stage of reflection is assumed. It involves the presentation to the rest of the students of that part of the text that was worked out by the guys individually. As a result, each representative of the mini-group gets an idea of the entire text. As the final stage of the "zigzag" methodology, the general work of the class is supposed. One of the experts presents his part of the text, the text is re-listened. If necessary, the “colleague” is supplemented by other “experts” from the same group. At the stage of reflection, there is a choice of those presentations that turned out to be the most accessible for memorization, understandable by the presentation of the presentedmaterial.
Such teaching methods in kindergarten are offered in a lightweight version. Preschoolers are also divided into groups, but they are offered not a text, but part of a large drawing. For example, the illustration for "The Tale of the Turnip" is divided into several separate pictures. One kid gets an image of a turnip, the second is a grandfather, the third is a grandmother, the fourth is a granddaughter, the fifth is a bug, the sixth is a cat. As a result, together they must present to the guys from another block a ready-made version of a fairy tale story known to everyone.
Collector's Technique
Such methods and teaching methods are suitable for an interactive educational process. "Collector" is good at the stage of preparation for the assimilation of new educational material. It is considered a universal method, as it is equally good for technology and chemistry lessons. The main purpose of this method is to establish metasubject and intersubject connections, to demonstrate the possibility of applying new knowledge to explain familiar phenomena.
At the first stage, students need to collect collections. In preparation for the lesson, they are given the task to collect the maximum number of various items that are closely related to the topic of the lesson. For example, when preparing the topic “International Relations of the Russian Federation” in geography, the guys collect foreign labels and labels. They are pasted into a special album, and all the countries from which the goods were imported to Russia are marked on the contour map.
For the subject of literature, a collection of portraits of poets andwriters or heroes created by them. In preparation for biology, the guys form a collection of leaves of various trees, algae, bird feathers, etc.
At the next stage of the lesson, according to a certain template, all found items are formed into one album. Each sample must have a description. If the items are related to chemistry, the name of the product, its chemical formula, scope, significance for humans, negative characteristics are assumed.
The third stage is to work with the previously created collection in the learning process. The development of methodological techniques of this type is optimal for consolidating new material and generalizing the knowledge and skills acquired by schoolchildren. The lesson is built in the form of a brain-ring, a business game, an auction. The class is divided into several groups, each makes a presentation of a part of the prepared collection. The teacher receives such a “bonus” when choosing this method as a ready-made reference book or a detailed collection, he can use them when working with other students.
Reception "intellectual ring"
It is widely used for the reproduction of knowledge. With its help, it is possible to carry out a survey of schoolchildren who not only reproduce the learned material, but also have creative associative thinking, are able to establish logical chains between the material covered and new knowledge. You can conduct an "intellectual ring" at any lesson during the actualization of existing skills, preparation for learning new material, as well as to generalize the topic. Its essence lies in the representation of the child as"boxer". He must withstand a certain number of "blows", more precisely, questions asked by the teacher and other children on the topic under consideration. He has only 3-5 seconds to think about the answer. The questions offered to the "boxer" imply a specific answer. This technique allows the teacher to quickly conduct a survey, check the level of preparation of the student, and evaluate him. Questions can have a playful form, then, in addition to mechanical memory, the teacher will be able to identify the degree of understanding of the topic. Questions can be formed in the form of charades, anagrams, homonyms. In mathematics, questions can be replaced by oral counting, comic puzzles. At a chemistry lesson, children are invited to correct errors in formulas, to identify the authors of laws.
Reception "Running associations"
It is considered an active learning method. With its help, you can systematize the acquired knowledge by comparing new information with already acquired experience. The technique is based on connecting the subconscious, the sensory sphere to the educational process. The result of the application of the "running of associations" will be a strong assimilation of information, motivation of students for further learning. For problematic lessons, with its help, the teacher sets the main goal of the lesson. The teacher divides the class into pairs. Then the main topic of the lesson is set. The child names 2-3 words that he associates with the topic of the lesson. For example, in mathematics, "association running" is suitable for studying the topic "circle". The teacher shows the children round objects. The main task of students is to complete the logical chain startedteacher. If the lesson involves the development of pupils' speech, the method of "running associations" also helps the teacher to cope with the tasks. The class is divided into pairs. One child names two words that are not related to each other. The task for the second student will be to compose a sentence from them, in which the words will be logically related.
The classification of teaching methods used in the modern educational process was proposed by different teachers. Different moments are chosen as the basis for division, taking into account the specifics of the subject, the type of training session. Methodological techniques should be rationally and effectively used in the educational process. Professionals believe that at different stages of the lesson, the degree of assimilation of the material changes dramatically. At first, the guys are able to remember about 60 percent, from 4 to 23 minutes of class they learn 90% of the information, from 23 to 34 they remember only half of the knowledge. Knowing this statistics, the teacher can build his own methodological system of work.
Conclusion
What should be considered when selecting methodological techniques? Experts say that the level of assimilation is directly related to the time of day. For example, children learn complex information best from 11 am to 1 pm. A certain increase in working capacity among high school students is noted on Saturday, because everyone is looking forward to the upcoming day off. Selected methodological techniques should be accompanied by effective visual materials, modern technical means. In addition, there should be full feedback during the training session.between children and teacher. For maximum effectiveness of the applied methodological techniques, they must be combined with pedagogical means. Selecting teaching methods, the teacher is looking for those that will help motivate students to learn new material. For example, for teachers of chemistry and physics, project and research methods will be closer. The specificity of these subjects is such that it involves a large amount of independent work. Practically all teaching methods are suitable for physical education teachers, fragments of innovative pedagogical technologies can be used at each stage of the lesson.
