Teaching methods are the most important element of pedagogical technologies. In modern methodological literature there is no single approach to the definition of this concept. For example, Yu. K. Babansky believes that the method of teaching should be considered a way of orderly and interconnected activities of the teacher and student, aimed at solving educational problems. According to T. A. Ilyina, it should be understood as a way of organizing the process of cognition.
Classification
There are several options for dividing teaching methods into groups. It is carried out in a variety of ways. So, depending on the intensity of the cognitive process, there are: explanatory, partial search, research, illustrative, problematic methods. According to the logic of the approach to solving the problem, the methods are inductive, deductive, synthetic, analytical.
Quite close to the above groupings liesthe following classification of methods:
- Problematic.
- Partly search engine.
- Reproductive.
- Explanatory-illustrative.
- Research.
It is designed depending on the level of independence and creativity of students.
Summary of approaches
Due to the fact that the success of pedagogical activity is determined by the direction and internal activity, the nature of the student's activity, these indicators should become the criteria for choosing a particular method.
Problem, search, research ways of mastering knowledge are active. They are quite consistent with modern pedagogical theory and practice. Methods and technologies of problem-based learning involve the use of objective contradictions in the material being studied, the organization of the search for knowledge, the use of pedagogical guidance techniques. All this allows you to manage the student's cognitive activity, develop his interests, needs, thinking, etc.
The modern educational process successfully combines problematic and reproductive teaching methods. The latter involve obtaining information reported by the teacher or contained in the textbook, and memorizing them. This cannot be done without the use of verbal, practical, visual approaches, which act as a kind of material base for reproductive, explanatory and illustrative methods. Problem-based learning has a number of disadvantages that do not allow it to be the only or priority way of gaining knowledge.
When using reproductive methods, the teacher gives ready-made evidence, facts, definitions (definitions), draws the listeners' attention to points that should be learned especially well. This approach to learning allows you to present a large amount of material in a relatively short time. At the same time, students do not have the task of discussing any assumptions, hypotheses. Their activity is aimed at memorizing information given on the basis of already known facts.
Problem learning methods (research method in particular) have the following disadvantages:
- It takes more time to study the material.
- Low efficiency in the formation of practical skills and abilities, when the example is essential.
- Insufficient performance in learning new topics, when it is not possible to apply previous knowledge and experience.
- Unavailability of independent search for many students when studying complex issues, when the teacher's explanation is extremely important.
To level these shortcomings in pedagogical practice, different combinations of different approaches to the process of mastering knowledge are used.
Features of problematic teaching methods
These approaches to teaching are based on the formation of problem situations. They are aimed at increasing the activity of independent cognitive work of students, which consists in the search for complex issues and their solutions. Problematic methods require the actualization of knowledge, a comprehensive analysis. Themapplication contributes to the formation and development of creative abilities, independence, initiative, creative thinking, ensures the creation of an active position.
Problem situations
Currently, two types of situations are distinguished in the theory of problematic methods: pedagogical and psychological. The latter is related to the direct activities of students, the first concerns the organization of the educational process.
The problematic pedagogical situation is formed through activating actions, as well as teacher questions that focus on novelty, importance, and other distinctive features of the object under study.
As for the psychological problem, its creation is exclusively individual. The situation should be neither too simple nor too complicated. The cognitive task should be feasible.
Problem problems
Problem situations can be created at all stages of learning: during explanation, while consolidating the material and controlling knowledge. The teacher formulates the problem and guides the children to find a solution, organizing the process.
Cognitive questions and tasks act as a way of expressing a problem. Accordingly, the analysis of the situation, the establishment of connections, relationships is reflected in problematic tasks. They create conditions for understanding the situation.
The process of thinking begins with the awareness and acceptance of the problem. Accordingly, in order to awaken mental activity, for example, while reading, it is necessary to see a common task,represent it as a system of elements. Students who see tasks and problem situations in the text perceive information as answers to questions that appear in the course of getting to know the content. They activate mental activity, and the assimilation of even ready-made tasks will be effective for them in terms of functionality. In other words, assimilation of information and development occurs at the same time.
Specific implementation of the problematic teaching method
When using the considered approaches, almost all students work independently. They achieve the goal of cognitive activity by consolidating knowledge on a specific topic.
Working most of the time on their own, children learn self-organization, self-esteem, self-control. This allows them to realize themselves in cognitive activity, determine the level of mastering information, identify gaps in skills, knowledge and eliminate them.
The key problem methods today are:
- Research.
- Partial search (heuristic).
- Problematic presentation.
- Reporting information with a troubled start.
Exploratory approach
This problematic method ensures the formation of the student's creative independence, the skills of studying the topic. In the course of completing a task, practical, theoretical research, children often formulate a task themselves, put forward assumptions, look for solutions, and come to a result. They independently perform logical operations, reveal the essence of a new term or method.activities.
It is expedient to use the problematic research method when studying the key, key issues that comprise the foundations of the subject. This, in turn, will provide a more meaningful development of the rest of the material. Of course, at the same time, the sections selected for study should be accessible for understanding and perception.
Features of the study
The task involves the implementation of a full cycle of independent cognitive actions of students: from collecting data to analysis, from posing a problem to solving, from checking conclusions to applying the acquired knowledge in practice.
The form of organization of research work can be different:
- Student experiment.
- Excursion, gathering information.
- Research archives.
- Search and analysis of additional literature.
- Modeling, construction.
Assignments should be tasks for the solution of which the teacher needs to go through all or most of the stages of the process of scientific knowledge. These include, in particular:
- Observation, investigation of facts and processes, identification of unexplored events to be studied. Simply put, the first step is to formulate the problem.
- Hypothesis.
- Drawing up research plans (general and working).
- Project implementation.
- Analysis of the obtained results, generalization of information.
Partial search approach
There are almost alwaysthe ability to use the heuristic method of problem-based learning. This approach involves a combination of the teacher's explanations with the search activity of children at all or some stages of cognition.
After the teacher formulates the tasks, the students begin to search for the right solutions, draw conclusions, perform independent work, identify patterns, substantiate hypotheses, systematize and apply the information received, use it in oral answers and in practice.
One of the variants of the partially search problematic method is the breakdown of a complex task into several available situations. Each of them will serve as a kind of step towards solving a common problem. Students solve some or all of these available problems.
Another use of the partial exploratory approach is heuristic conversation. The teacher asks a series of questions, the answer to each of which leads the students to solve the problem.
Problem statement
It is a message of some information by the teacher, accompanied by a systematic creation of problem situations. The teacher formulates questions, indicates possible ways to solve them. There is a constant activation of independent work of students. The method of problematic presentation of information allows you to show examples of scientific approaches to solving educational problems. Children, in turn, evaluate the credibility of the conclusions, follow the logical connection when presenting new material.
The method of problem presentation is significantly differentfrom the previous ones. Its purpose is to activate the learners. At the same time, they do not need to independently resolve the problem or its individual stages, draw conclusions and generalizations. The teacher himself creates the situation, and then, pointing to the path of scientific knowledge, reveals the idea of its solution in contradictions and development.
A presentation of material with a problematic beginning
This method is widely used in high schools. First, the teacher creates a problem when presenting new material, and then explains the topic in a traditional way. The essence of the method is that at the very beginning of the story, children receive an emotional discharge from the teacher. It helps to activate the centers of perception and ensures the assimilation of information.
Of course, this approach does not provide the formation of skills of creative cognitive activity to the extent that the above methods allow. However, the presentation of material with a problematic beginning makes it possible to increase children's interest in the topic. This, in turn, leads to conscious, solid, deep learning.
Project method
Its use allows you to increase children's interest in the study of the topic through the development of their intrinsic motivation. This is achieved by transferring the center of the learning process from the teacher to the student.
The project methodology is valuable in that in the course of its use, schoolchildren learn to acquire knowledge on their own, gain experience in learning activities. If the child acquires the skills of orienting in the information flow, learns to analyze, generalizeinformation, compare facts, formulate conclusions, he will be able to quickly adapt to constantly changing living conditions.
Project methodology allows you to integrate knowledge from different areas when looking for a solution to one problem. It makes it possible to use the information received in practice, to generate new ideas. The project methodology contributes to the optimization of the pedagogical process even in an ordinary educational institution. At the same time, undoubtedly, the success of its implementation will largely depend on the teacher. The teacher needs to create conditions that stimulate the development of cognitive, creative, organizational and activity, communication skills of students.
The project approach is focused on real practical results that are essential for schoolchildren. The ability to use it is the most important indicator of the teacher's high qualification, his advanced teaching methods, and the development of children. These elements play a decisive role for the effective organization of the process of self-knowledge.
The goals of introducing the project method into educational practice are to realize interest in the subject, increase knowledge about it, improve the ability to participate in collective activities, create conditions for the development of the individual qualities of each student.
