Since speech is what distinguishes humanity from the diverse forms of life represented on earth, it is natural to transfer experience from older generations to younger ones through communication. And such communication implies interaction with the help of words. From this, it is quite justified that a rich practice of using verbal teaching methods arises. In them, the main semantic load falls on such a speech unit as a word. Despite the statements of some teachers about the antiquity and insufficient effectiveness of this method of transmitting information, there are positive characteristics of verbal teaching methods.
Principles for classifying student-teacher interactions
Communication and transmission of information through language accompanies a person all his life. When considering a historical retrospective, one can notice that teaching with the help of the word in pedagogy was treated differently. In the Middle Ages, verbal teaching methods did notwere as scientifically based as they are today, but were almost the only way to gain knowledge.
With the advent of specially organized classes for children, and then schools, teachers began to systematize the variety of interactions between teacher and student. So teaching methods appeared in pedagogy: verbal, visual, practical. The origin of the term "method", as usual, is of Greek origin (methodos). Literally translated, it sounds like “a way to comprehend the truth or achieve the desired result.”
In modern pedagogy, a method is a way to achieve educational goals, as well as a model of the activity of the teacher and the student within the framework of didactics.
In the history of pedagogy, it is customary to distinguish the following types of verbal teaching methods: oral and written, as well as monologue and dialogic. It should be noted that they are rarely used in their “pure” form, since only a reasonable combination contributes to the achievement of the goal. Modern science offers the following criteria for the classification of verbal, visual and practical teaching methods:
- Division according to the form of the source of information (verbal, if the source is a word; visual, if the source is observed phenomena, illustrations; practical, in the case of acquiring knowledge through the actions performed). The idea belongs to E. I. Perovsky.
- Determination of the form of interaction between subjects (academic - replication of "ready" knowledge; active - based on the search activity of the student; interactive - implies the emergence of a newknowledge based on joint activities of participants).
- Using logical operations in the learning process.
- Division according to the structure of the studied material.
Features of using verbal teaching methods
Childhood is a period of rapid growth and development, so it is important to take into account the ability of a growing organism to perceive, understand and interpret information received orally. Based on age characteristics, a model is being built for using verbal, visual, and practical teaching methods.
Significant differences in the education and upbringing of children are observed in early and preschool childhood, primary, middle and high school levels. Thus, the verbal methods of teaching preschoolers are characterized by conciseness of statements, dynamism and obligatory correspondence to the life experience of the child. These requirements are dictated by the visual-subject form of thinking of preschoolers.
But in elementary school, the formation of abstract-logical thinking takes place, so the arsenal of verbal and practical teaching methods increases significantly and acquires a more complex structure. Depending on the age of the students, the nature of the techniques used also changes: the length and complexity of the sentence, the volume of the perceived and reproduced text, the subject matter of the stories, the complexity of the images of the main characters, etc. increase.
Types of verbal methods
Classification is made according to the goals. There are seven types of verbal teaching methods:
- story;
- explanation;
- instruction;
- lecture;
- conversation;
- discussion;
- working with the book.
The success of the study of the material depends on the skillful use of techniques, which, in turn, should involve as many receptors as possible. Therefore, verbal and visual teaching methods are usually used in a well-coordinated tandem.
Scientific research in recent decades in the field of pedagogy has proven that the rational division of class time into "working time" and "rest" is not 10 and 5 minutes, but 7 and 3. Rest means any change in activity. Using verbal and time-based learning techniques 7/3 is the most effective at the moment.
Story
Monological method of narrative, consistent, logical presentation of the material by the teacher. The frequency of its use depends on the age category of students: the older the contingent, the less often the story is used. One of the verbal methods of teaching preschoolers, as well as younger students. It is used in the humanities for teaching middle school students. In working with high school students, the story is less effective than other types of verbal methods. Therefore, its use is justified in rare cases.
With apparent simplicity, the use of a story in a lesson or class requires the teacher to be prepared, possess artistic skills, the ability to hold the attention of the public and expressmaterial, adapting to the level of listeners.
In kindergarten, the story as a teaching method affects children, provided that it is based on the personal experience of preschoolers, and there are not a lot of details that prevent kids from following the main idea. The presentation of the material must necessarily evoke an emotional response, empathy. Hence the requirements for the educator when using this method:
- expressiveness and intelligibility of speech (unfortunately, educators with speech defects are increasingly appearing, although, no matter how they scolded the USSR, the presence of such a feature automatically closed the doors to the pedagogical university for the applicant);
- use of the entire repertoire of verbal and non-verbal vocabulary (at the level of Stanislavsky "I believe");
- novelty and originality of the presentation of information (based on the life experience of children).
At school, the requirements for the use of the method are increasing:
- story can only contain accurate, authentic information with reliable scientific sources;
- be built according to a clear logic of presentation;
- material is presented in clear and accessible language;
- contains a personal assessment of the facts and events presented by the educator.
The presentation of the material can take a different form - from a descriptive story to a retelling of what has been read, but is rarely used in teaching natural disciplines.
Explanation
Refers to the verbal teaching methods of monologue presentation. Implies a comprehensiveinterpretation (both individual elements of the subject being studied and all interactions in the system), the use of calculations, reference to observations and experimental results, finding evidence using logical reasoning.
The use of explanation is possible both at the stage of learning new material, and during the consolidation of the past. Unlike the previous method, it is used both in the humanities and in exact disciplines, since it is convenient for solving problems in chemistry, physics, geometry, algebra, as well as for establishing cause-and-effect relationships in the phenomena of society, nature, and various systems. The rules of Russian literature and language, logic are studied in a combination of verbal and visual teaching methods. Often, to the listed types of communication, questions of the teacher and students are added, which smoothly turn into a conversation. The minimum requirements for using explanation are:
- clear presentation of ways to achieve the goal of explanation, clear formulation of tasks;
- logical and scientifically based evidence of the existence of causal relationships;
- methodical and reasonable use of comparison and comparison, other methods of establishing patterns;
- presence of eye-catching examples and strict logic of presentation of the material.
In the lessons in the lower grades of the school, explanation is used only as one of the methods of influence, due to the age characteristics of the students. The most complete and comprehensive use of the method under consideration occurs when interacting with children of the middle and senior level. Themabstract-logical thinking and the establishment of cause-and-effect relationships are fully available. The use of verbal teaching methods depends on the preparedness and experience of both the teacher and the audience.
Instruction
The word is derived from the French instruire, which translates as "teach", "instruct". Instruction, as a rule, refers to the monologue way of presenting the material. It is a verbal teaching method, which is characterized by specificity and brevity, practical orientation of the content. This is a blueprint for a future practice that briefly describes how to complete tasks, as well as warnings about common errors due to violation of component handling and safety rules.
Instructing is usually accompanied by a video sequence or illustrations, diagrams - this helps students navigate the task, holding instructions and recommendations.
In terms of practical significance, briefing is conditionally divided into three types: introductory, current (which in turn is frontal and individual) and final. The purpose of the first is to familiarize with the plan and rules of work in the classroom. The second is intended to clarify controversial points with an explanation and demonstration of methods for performing certain actions. A final briefing is held at the end of the lesson to summarize the results of the activity.
Written instruction is often used in high school, as students have sufficient self-organization and the ability to read instructions correctly.
Conversation
One of the ways of communication between teacher and students. In the classification of verbal teaching methods, conversation is a dialogical type. Its implementation involves the communication of the subjects of the process on pre-selected and logically built questions. Depending on the purpose and nature of the conversation, the following categories can be distinguished:
- introductory (designed to prepare students for the perception of new information and activate existing knowledge);
- communication of new knowledge (carried out in order to clarify the studied patterns and rules);
- repetitive-generalizing (contribute to self-reproduction of the material studied by students);
- instructive-methodical;
- problematic (the teacher, using questions, outlines the problem that students are trying to solve on their own (or together with the teacher).
Minimum interview requirements:
- appropriateness of asking questions;
- Short, clear, to the point questions are appropriate;
- double questions should be avoided;
- it is inappropriate to use questions that "prompt" or push to guess the answer;
- don't use questions that require short yes or no answers.
The fruitfulness of the conversation to a large extent depends on the endurance of the listedrequirements. Like all methods, conversation has its advantages and disadvantages. Benefits include:
- active role of students throughout the session;
- stimulation of the development of memory, attention and oral speech of children;
- possession of strong educational power;
- the method can be used in the study of any discipline.
Disadvantages include a lot of time and the presence of elements of risk (getting the wrong answer to a question). A feature of the conversation is a collective joint activity, during which questions are raised not only by the teacher, but also by the students.
A huge role in the organization of this type of education is played by the personality and experience of the teacher, his ability to take into account the individual characteristics of children in the issues addressed to them. An important factor of involvement in the process of discussing the problem is the reliance on the personal experience of students, the connection of the issues under consideration with practice.
Lecture
The word came into Russian from Latin (lectio - reading) and denotes a monologue sequential presentation of voluminous educational material on a specific topic or issue. The lecture is considered the most difficult type of organization of learning. This is due to the peculiarities of its implementation, which have advantages and disadvantages.
It is customary to refer to the advantages of the ability to translate the taught knowledge to any number of audiences by one lecturer. The disadvantages are different "involvement" in the understanding of the topic of the audience, the averageness of the material presented.
Conducting a lecture implies that the listeners have certain skills, namely the ability to isolate the main thoughts from the general flow of information and outline them using diagrams, tables and figures. In this regard, conducting lessons using this method is possible only in the upper grades of a comprehensive school.
The difference between a lecture and such monologic types of training as storytelling and explanation lies in the amount of material provided for students, the requirements for its scientific nature, structuredness and validity of evidence. It is advisable to use them when presenting material with coverage of the history of the issue, based on excerpts from documents, evidence and facts confirming the theory under consideration.
The main requirements for organizing such activities are:
- scientific approach to content interpretation;
- qualitative selection of information;
- accessible language and use of illustrative examples;
- observance of logic and consistency in the presentation of the material;
- literacy, intelligibility and expressiveness of the lecturer's speech.
The content distinguishes nine types of lectures:
- Introductory. Usually the first lecture at the beginning of any course, designed to form a general understanding of the subject being studied.
- Lecture-information. The most common type, the purpose of which is the presentation and explanation of scientific theories and terms.
- Overview. It is designed to reveal interdisciplinary and intradisciplinary connections for students in the systematization of scientificknowledge.
- Problem lecture. It differs from those listed by the organization of the process of interaction between the lecturer and the audience. Cooperation and dialogue with the teacher can reach a high level through problem solving.
- Lecture-visualization. Built on commenting and explaining the prepared video sequence on the selected topic.
- Binary lecture. It is carried out in the form of a dialogue between two teachers (dispute, discussion, conversation, etc.).
- Lecture with planned mistakes. This form is carried out in order to activate attention and a critical attitude to information, as well as to diagnose listeners.
- Lecture-conference. It is a disclosure of the problem with the help of a system of prepared short reports performed by the audience.
- Lecture-consultation. It is conducted in the form of "questions-answers" or "questions-answers-discussion". Both the lecturer's answers throughout the course and the study of new material through discussion are possible.
In the general classification of teaching methods, visual and verbal are more often kept in tandem and act as a complement to each other. In lectures, this feature is most pronounced.
Discussion
One of the most interesting and dynamic teaching methods, designed to stimulate the manifestation of the cognitive interest of students. In Latin, the word discussio means "consideration". Discussion means a reasoned study of an issue from different points of view of opponents. From the dispute and controversy of herdistinguishes the goal - finding and accepting agreement on the topic under discussion.
The advantage of the discussion is the ability to express and formulate thoughts in a situation of dispute, not necessarily correct, but interesting and extraordinary. The result is always either a joint solution to the problem posed, or finding new facets of substantiating one's point of view.
Requirements for discussion are as follows:
- subject of discussion or theme is considered throughout the dispute and cannot be replaced by either party;
- required to identify common facets in the opinions of opponents;
- discussion requires knowledge of the things discussed at a good level, but without the existing full picture;
- argument must end with finding the truth or the "golden mean";
- requires the ability of the parties to apply the correct methods of behavior during the dispute;
- opponents must have knowledge of logic in order to be well versed in the validity of their own and other people's statements.
Based on the above, we can conclude that there is a need for detailed methodological preparation for the discussion, both on the part of students and the teacher. The effectiveness and fruitfulness of this method directly depend on the formation of many skills and abilities of students and, above all, on a respectful attitude towards the opinion of the interlocutor. Naturally, the role model in such a situation is the teacher. The use of discussion is justified in the upper grades of a comprehensive school.
Working with the book
This teaching method becomes available only after the primary student has fully mastered the basics of speed reading.
It opens up the opportunity for students to study information of different formats, which in turn has a positive effect on the development of attention, memory and self-organization. The advantage of the verbal teaching method “working with a book” lies in the formation and development of many useful skills along the way. Students learn how to work with a book:
- drawing up a text plan (which is based on the ability to highlight the main thing from what you read);
- note taking (or a summary of the contents of a book or story);
- quoting (literal phrase from the text, indicating authorship and work);
- thesis (outlining the main content of what was read);
- annotation (a brief, consistent presentation of the text without distraction to details and details);
- review (review of the studied material with a personal position on this matter);
- drawing up a reference (of any one type for the purpose of a comprehensive study of the material);
- compilation of a thematic thesaurus (work on vocabulary enrichment);
- drawing up formal logical models (this includes mnemonics, schemes for better memorization of material and other techniques).
The formation and development of such skills is possible only against the background of careful, patient work of the subjects of education. But mastering them pays off.
