Ways to enhance the cognitive activity of students.
1. The use of non-traditional forms of the lesson.
Analysis of the pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of the goals, objectives, methods of conducting such classes. The most common of them are: "immersion" lessons; lessons - business games; lessons - press conferences; competition lessons; lessons like KVN; theatrical lessons; lessons-consultations; computer lessons; lessons with group forms of work; lessons of mutual learning of students; creativity lessons; lessons-auctions; lessons taught by students; lessons-tests; lessons-doubts; lessons - creative reports; formula lessons; lessons-contests; binary lessons; lessons-generalizations; fantasy lessons; game lessons; lessons - "courts"; lessons of the search for truth; lessons-lectures "Paradoxes"; concert lessons; dialogue lessons; lessons "The investigation is carried out by experts"; lessons - role-playing games; conference lessons; lessons-seminars; lessons-games "Field of Miracles"; excursion lessons; interdisciplinary lessons.
Of course, non-standard lessons, unusual in design, organization, methodology, are more popular with students than everyday training sessions with a strict structure and established work schedule. Therefore, according to I.P. Podlasiy, all teachers should practice such lessons. But turning non-standard lessons into the main form of work, introducing them into the system is impractical due to the large loss of time, the lack of serious cognitive work, and low productivity.
2. The use of non-traditional forms of training.
1) Integrated (interdisciplinary) classes, united by a single topic or problem.
2) Combined (lecture-seminar and lecture-practical) classes, contributing to long-term concentration of attention and systemic perception of educational material.
H) Project sessions aimed at fostering a culture of cooperation (subject - subject relations) and a culture of mental, educational, productive and creative work (subject - subject relations).
The immediate goal of project sessions is to develop the skills to manage their activities, that is, to independently outline their goals, choose partners, plan their actions, practically implement the plan, present the results of their activities, discuss them, evaluate themselves. Project work can be a stage of a lesson, a separate lesson, have a wider time frame (project day, project week, etc.). The creative workshop as an organizational form of education aims at the creative self-realization of individual students or creative groups. Autonomous learning is necessary for the development of students' independence, taking into account the individual pace of their advancement and taking into account the channels and means of teaching that are most suitable for them. It is quite clear that the expected result not only of the entire learning process, but also of each training lesson, and, accordingly, the path that leads to this result, that is, the stages of the lesson, the sequence of types of work, the choice and combination of methods and techniques communication and meaningful logic. With different approaches various forms training sessions are combined into cycles, blocks or other groups of different structure.
3. Application of game forms, methods and techniques of teaching.
Game forms: role-playing, didactic, imitation, organizational-active.
4. Transition from monologic to dialogical interaction (subject - subjective). Such a transition promotes self-knowledge, self-determination and self-realization of all participants in the dialogue.
5. Wide application of the problem-task approach (systems of cognitive and practical tasks, problematic issues, situations).
Types of situations:
- situation-choice, when there are a number of ready-made solutions, including Wrong ones, and it is necessary to choose the correct (optimal) one;
- situation-uncertainty, when ambiguous decisions arise due to lack of data;
- situation-conflict, which basically contains the struggle and unity of opposites, which, by the way, is often encountered in practice;
- a situation-unexpectedness, which causes surprise among trainees by its paradox and unusualness;
- situation-proposal, when the teacher makes an assumption about the possibility of a new pattern, a new or original idea, which involves students in an active search;
- situation-refutation, if it is necessary to prove the inconsistency of any idea, any project, solution;
- situation - a mismatch when it does not "fit" into the existing experience and ideas, and many others,
6. The use of all forms of educational work of students. Forms of educational work of students: collective, group, individual, frontal, paired.
7. Increasing the proportion of interactive teaching methods. There are several classifications of teaching methods. Among teachers, the traditional classification is widespread, reflected in all didactic textbooks: verbal, visual, practical methods, etc. This classification is based on the method of presentation educational information trainees. But this classification does not allow judging which of the methods are interactive.
If, however, the classification is based on, for example, the degree of student's independence in acquiring knowledge, then a different set is obtained: reproductive, partial search, search, and research. Such a classification, like the classification by the level of research activity of students who are directly related to each other, helps to assess the degree of their activity.
8. Systematic use of various didactic means: test tasks; didactic flashcards; problematic issues; terminological crosswords, etc.
9. Development and implementation of author's developing didactic techniques.
1) “I want to ask” (any student can ask a teacher or friend about the subject of the conversation, receive an answer and report the measure of his satisfaction with the answer received).
2) "Today's lesson for me ..." (expectation from the study of the topic, orientation to the object of study, wishes for the organized classes).
H) "Expert Commission" (a group of student-teacher assistants who express an opinion on the course of the lesson, or act as experts in case of controversial issues).
4) "Working in dyads" (preliminary discussion of the question with a friend, the wording of a single answer).
5) "Tell your I" (statement of a preliminary opinion on the way of doing something: "I would probably do so ...").
6) The method of an unfinished thesis (in writing or orally: "The most difficult thing for me was ...", "I once observed in my life ...").
7) Artistic image (diagram, drawing, symbolic sign, pictogram), etc.
10. Use of all methods of motivation and stimulation of students. Motivation is understood as a set of internal and external moving forces that induce a person to activity and give it its own definite meaning. A stable set of needs and motives of an individual determines its orientation. Students can and should have a stable motivation for self-development, acquisition of new knowledge and skills. The motivation for self-development of students is due to educational and needs - the desire to master the basics of educational activities or to eliminate the problems that have arisen, that is, to become more successful.
There are 4 groups of methods for motivating and stimulating students' activities:
I. Emotional: encouragement, educational and cognitive games, creating situations of success, stimulating assessment, free choice of tasks, satisfaction of the desire to be a significant person.
II. Cognitive: reliance on life experience, taking into account cognitive interests, creating problem situations, motivating to search for alternative solutions, performing creative tasks, developing-developing cooperation.
III. Strong-willed: informing about the obligatory results, the formation of a responsible attitude, the identification of cognitive difficulties, self-esteem and correction of their activities, the formation of reflexivity, forecasting future activities
IV. Social: the development of the desire to be useful, the creation of situations of mutual help, the development of empathy, empathy, the search for contacts and cooperation, interest in the results of teamwork, the organization of self-and mutual testing.
Thus, motivation is the main condition for interactive learning, therefore, it is important for any teacher to identify the presence and content of the educational needs of students, existing difficulties and problems, and then at each lesson purposefully and systematically use best practices motivation and stimulation of students' activities in order to implement a personality-oriented developmental approach.
Here are some examples that I use to stimulate the cognitive interest of students through the content of the educational material:
1 Reception: a reference to the fact that the knowledge acquired today will be needed in the study of some subsequent material or in other subjects. When studying the topic “ Domestic policy Alexander I, we are talking about the reform activities of Speransky, about the project for the creation of the State Duma. This knowledge will be useful when studying in the 9th grade the topic "The First Russian Revolution", where we will study the creation of the State. Duma by Nicholas II, the creation of the modern State Duma.
2 Reception: Issuing assignments of different difficulty levels. Differentiation Homework, as a rule, I prepare three levels of difficulty. A similar approach is carried out when performing independent and control work. For example, when studying the topic “The internal policy of Alexander I in 1801-1812, the students were asked to do their homework: read § 1.3, answer the questions p. 9.20 Creative work“ Letter to a friend ”, which should include:
Reflected transformations of the first half of the XIX centuries in public administration and the peasant question: intentions and results;
The terms used: Secret committee, ministries, codification of laws, gendarmes, anachronism (relic of antiquity);
The technique of stylization was used and the attitude towards reforms was expressed on behalf of the hero chosen by the student, adequate to his (hero's) social status and financial situation. Additional task those who wish:
To find Interesting Facts(using the Internet sites suggested in the lesson);
Come up with questions, compose a quiz to complement the work they have done in the lesson.
Stimulation of cognitive interests related to the organization and nature of the course of students' cognitive activity:
1 Reception: creating a problem situation. In pedagogical literature, this technique is considered almost the most important and universal in interactive learning. It consists in the fact that a certain problem is posed to the student, and, overcoming it, the student masters the knowledge, abilities and skills that he should learn according to the course program. But the point is that the student must want to solve the problem posed to him, it must be interesting to him. For example, (Lesson “Internal policy of Alexander I in 1801-1812.) Alexander I was brought up in accordance with the advanced ideas of the Enlightenment. He ascended the throne with a firm intention to transform Russia and began transformations, nominating people who shared his intentions to the first places in the state. "The days of the Alexandrovs are a great start ...", - said later about this time AS. Pushkin, but pretty soon the emperor refused to carry out deep transformations and dismissed the reformers. Problem: why did Alexander I begin by carrying out transformations, but then abandoned them? Or, (Lesson “Foreign policy of Alexander I in 1801-1812.) Russia and France have no common borders and disputed territories. Until the end of the 18th century, Russian troops never entered into serious battles with the French, but from the end of the 18th century to 1815. Russia fought five (!) Times with France (if we count the Patriotic War and the foreign campaigns of Russian troops as separate wars), and four wars fell during the reign of Alexander I. Educational task: why in the initial period of the reign of Alexander I was France the main enemy of Russia? The problematic situation created in the lesson gives rise to students' questions. And in the appearance of questions, that inner impulse is expressed (the need for knowledge this phenomenon), which is so valuable for strengthening cognitive interest.
2 Technique: The power of the influence of creative works of schoolchildren on cognitive interest consists in their value for the development of the individual in general, since the very idea of creative work, and the process of its implementation, and its result - all require the maximum application of strength from the individual. From creative tasks, students perform such as composing crosswords, quizzes, messages and reports of students, which are illustrated by Power Point presentations (Appendix # 8). Any creative task, no matter how attractive outwardly it may seem to students, cannot be introduced into training until they have the necessary skills to complete it. It requires both preparation for the perception of the task itself, and an element of teaching how to complete it. Only under these conditions can a creative task be a stimulus for the formation of genuine cognitive interest.
3 Reception: Using interactive forms of organizing training sessions (game lessons, lessons-contests, lessons-competitions, lessons-tournaments, etc.).
All these non-standard, interactive forms of conducting classes contribute to increasing the intellectual and creative activity of students, which is the most important factor in developing learning. When studying the topic “Russia in the first quarter XIX in." game lesson, lesson-competition in the study of the theme "The Patriotic War of 1812". Conducted in the form of a "battle" of two teams "Russians" and "French", the teams follow the route: the quiz "Command. Opponent armies ”, work with“ Battles ”cards, test“ Results of the war ”. At a repetitive-generalizing lesson, we use the technique of “immersion in history” and make an extramural journey, an excursion into the past - presentation “Russia in the 19th century. Life "(50 slides, the slide show is accompanied by the music file" Moonlight Sonata "by Beethoven). The presentation includes photos of architectural monuments of the 19th century, paintings by Russian artists, portraits illustrating the life of the estates: nobility, townspeople, peasants. Both tasks were developed by me. The novelty of the material that I offer them also contributes to the development of the cognitive interest of students.
In addition, I also use in the lesson tasks that I have created (in a computer version of Power Point) based on the didactic material of the journal Teaching History at School, developed by the METAR laboratory under the guidance of Dr. Sc. Abdulaeva (Lessons "The internal policy of Alexander I in 1801-1812," A repetitive-generalizing lesson on the topic "Russia in the first quarter of the 19th century." politics of Alexander I in 1801-1812) Tests created in the Power Point program (Lesson “A repetitive-generalizing lesson on the topic“ Russia in the first quarter of the 19th century ”.)
The main features of techniques and teaching methods
One of the main features of the educational process is bilateral activity, which manifests itself both on the part of the teacher and on the part of the students. The development of this process in many aspects is influenced bytechniques and teaching methods .
Such methods of interaction between the teacher and the learners, which are aimed at jointly solving educational problems, are called teaching methods. Reception is one of the separate aspects of the method or one of its components. therefore techniques and teaching methods are in constant interaction, influencing one another. As an example, you can consider the method of students working with educational literature. It provides for the use of techniques such as note-taking, writing abstracts, a plan and a thematic dictionary, quoting, writing a review.
Howtechniques and teaching methods can have mutual influence, evidenced by the fact that the methods include separate techniques. For example, the construction of a schematic model is an element of the method of working with educational literature and at the same time an integral part of the presentation of the material by the teacher, when the students are asked to create a basic outline based on the new material being studied.
IN individual cases the applied teaching method can act either as a separate method or as a technique. So, explaining the material is a teaching method, but if in the process of analyzing errors or practical work the teacher resorts to an explanation, then this is already a technique that makes up the method of practical work.
However,techniques and teaching methods can sometimes be used interchangeably. So, if during the lesson the teacher uses the method of presenting new material and refers to the drawings, graphs, pictures in the textbook for greater clarity and better assimilation of the studied, this will be a technique. If, during the lesson, the method of working with educational literature is used, and the teacher needs to be given an explanation of a particular concept or term, then this method will already act as an additional technique.
Thus, the methods used during teaching consist of two types of methods - teaching and learning.
Types of pedagogical techniques in teaching
Everything modern forms learning as their goal is to increase interest in cognitive activity and learning, and this will contribute to a more effective and efficient educational process. Therefore, the mainprovide:
Freedom of choice (in any learning action of a student there is a right to choose);
Openness (not just to teach, but to pose problems to the pupils, the solution of which goes beyond the scope of the material being studied);
Activity (involves the application of knowledge in practice);
High productivity (you should make the most of the knowledge and capabilities of the trainees, taking into account their interests);
Feedback (it is necessary to constantly monitor the learning process using feedback techniques).
Specific contemporary pedagogical teaching methods("Mosaic of problems", "writing in a circle", strategies, "thinking hats", "questions - thick and thin", "assessment window", etc.) the quality of the educational process.
Form pedagogical - a stable, complete organization of the pedagogical process in the unity of all its components. Form is seen as a way of expressing content, and therefore as its carrier. Thanks to the form, the content takes on an appearance, becomes adapted for use (additional classes, instruction, quiz, test, lecture, dispute, lesson, excursion, conversation, meeting, evening, consultation, exam, ruler, review, raid, etc.). Any form consists of the same components: goals, principles, content, methods and teaching aids.
All forms are in complex interaction. In each of the forms, the activities of the students are organized in different ways. On the basis of this, the forms of student activity are distinguished: individual, group and frontal (collective, mass). In our opinion, it is more professional to consider the forms of organization of education not by the number of students participating in the educational process, but by the nature of the connections between them in the process of cognitive activity.
The individual form is an in-depth individualization of teaching, when everyone is given an independent task and a high level of cognitive activity and independence of each student is assumed. This form is appropriate when performing exercises, solving problems different types, programmed learning, deepening knowledge and closing gaps in it.
Named forms of organization learning activities very valuable and effective only in conjunction.
Group form - provides for the division of a group of students into subgroups for performing certain identical or different tasks: performing laboratory and practical work, solving problems and exercises.
Frontal form - involves the joint activities of the entire study group: the teacher sets the same tasks for everyone, sets out the program material, students work on one problem. The teacher asks everyone, talks to everyone, controls everyone, etc. All are provided with simultaneous advancement in learning.
Let's consider some of the forms in more detail.
A lesson is a collective form of teaching, which is characterized by a constant composition of students, a certain framework of classes, and strict regulation of educational work on the same educational material for all.
An analysis of the lessons taught shows that their structure and methodology largely depends on the didactic goals and tasks solved in the learning process, as well as on the means at the teacher's disposal. All this allows us to speak about the methodological variety of lessons, which, however, can be classified by types:
1. lessons-lectures (in practice, this is a teacher's monologue on a given topic, although with a certain skill of the teacher, such lessons acquire the character of a conversation);
2. laboratory (practical) classes (such lessons are usually devoted to the development of skills and abilities);
3. lessons in checking and assessing knowledge (tests, etc.);
4. combined lessons. Such lessons are conducted according to the scheme:
Repetition of what has been covered - reproduction of previously covered material by students, checking homework, oral and written questioning, etc.
Mastering new material. At this stage new material set out by the teacher, or "obtained" in the process of students' independent work with literature.
Practicing skills and abilities to apply knowledge in practice (most often - solving problems using new material);
Issuing homework.
Optional classes as a form of education were introduced in the late 60s - early 70s. in the process of yet another unsuccessful attempt to reform school education. These classes are designed to give a deeper study of the subject for everyone, although in practice, they are very often used to work with lagging learners.
Excursions are a form of organization of training, in which educational work is carried out within the framework of direct acquaintance with the objects of study.
Homework- a form of organization of training, in which educational work is characterized by the absence of the direct guidance of the teacher.
Extracurricular activities: Olympiads, circles, etc., should contribute to best development individual abilities of students.
Undermethods teaching should understand the ways of teaching work of the teacher and the organization of educational and cognitive activities of students to solve various didactic tasks aimed at mastering the material being studied.
The whole variety of teaching methods can be divided into five following groups:
methods of oral presentation of knowledge by the teacher and enhancing the cognitive activity of students: story, explanation, school lecture, conversation, method of illustration demonstration in the oral presentation of the studied material (verbal methods).
methods of consolidating the studied material: conversation, work with a textbook.
methods of independent work of students to comprehend and assimilate new material: work with a textbook, laboratory work.
methods of educational work on the application of knowledge in practice and the development of skills and abilities: exercises, laboratory exercises.
methods of checking and assessing the knowledge, skills and abilities of students: everyday observation of the work of students, oral questioning (individual, frontal, compacted), setting a lesson point, control work, checking homework, programmed control, testing.
Storytelling is a method of narrative and informative presentation of the studied material by the teacher and the activation of the cognitive activity of students.
A school lecture should be understood as such a teaching method when a teacher for a relatively long time orally expresses a significant volume educational material, while using the techniques of enhancing the cognitive activity of students.
A story, a school lecture, an explanation are among the monologic or information-communicating teaching methods.
Conversation is a dialogical method of presenting educational material. The essence of the conversation lies in the fact that the teacher, through skillfully posed questions, encourages students to reason, to analyze in a certain logical sequence of the studied facts and phenomena and to independently formulate the corresponding theoretical conclusions and generalizations.
The essence of the illustration and demonstration method lies in the fact that in the process of educational work, the teacher uses illustrations, that is, a visual explanation, or demonstrates one or another teaching aid that can facilitate the perception and comprehension of the material being studied, and act as a source of new knowledge ...
In the oral presentation of knowledge, the teacher creates problematic situations, sets before the students cognitive tasks and questions that they should solve in the process of perception and comprehension of the material presented. A good effect in enhancing the mental activity of students in the oral presentation of knowledge is given by a technique that puts them in front of the need to make comparisons , to compare new facts, examples and provisions with what was studied earlier. The ability of the teacher to give his presentation a fascinating character, to make it lively and interesting is also very essential.
The most important techniques presentation of new material:
setting the topic of new material and identifying questions that students should comprehend and assimilate
presentation of the material by the teacher using illustrations and demonstrations, as well as techniques for enhancing the mental activity of schoolchildren
generalization of the material presented, formulation of the main conclusions, rules, patterns.
Independent work of students included in the learning process (according to B.P. Esipov) is such work that is performed without the direct participation of the teacher, but on his instructions at a time specially provided for this; at the same time, students consciously strive to achieve the goal set in the task, showing their efforts and expressing in one form or another the results of their mental and physical actions.
Laboratory work is a teaching method in which students, under the guidance of a teacher and according to a pre-planned plan, do experiments or perform certain practical tasks and, in the process, perceive and comprehend new educational material.
The essence of the exercise method is that students perform multiple actions, i.e. train (exercise) in the application of the learned material in practice and in this way deepen their knowledge, develop appropriate skills and abilities, and also develop their thinking and creativity.
The essence of the condensed survey lies in the fact that the teacher calls one student for an oral answer, and offers four to five students to give written answers to questions prepared in advance on separate sheets (cards).
CLASSIC LESSON TYPES:
introductory;
training;
control (verification);
fixing the ZUN;
independent work lesson;
lesson using TCO and EWT;
practical lesson;
combined lesson;
repetitive and generalizing lesson;
repetition lesson;
a lesson in mastering ZUN;
subject lesson (typical for primary grades).
NON-CONVENTIONAL LESSON FORMS:
role-playing games;
execution of a fairy tale plot;
fantasy lesson; business game;
peer learning lesson;
round table or conference; press conference;
a lesson in open thoughts;
competition lesson;
lesson-KVN;
quiz lesson;
the game "The investigation is carried out by experts";
knowledge auction;
dispute lesson;
lesson-tournament;
eureka lesson;
the game "Magic Envelope";
interdisciplinary integrated lesson;
lesson-competition; creativity lesson;
mathematical hockey;
performance lesson;
review of knowledge;
game lesson;
test lesson;
travel lesson;
competition lesson;
peer learning lesson;
climbing lesson;
dialogue lesson;
brain attack;
briefing lesson;
actual interview;
simulation and role modeling;
modeling students' thinking;
role-playing business game;
lesson-lecture: problematic; visual; lecture for two.
METHODS OF ORGANIZING EDUCATIONAL WORK
include various types of tasks for the development of individual personality.
I. Tasks for creating opportunities for self-knowledge (the position of the teacher in addressing students "Know yourself!")
- meaningful self-assessment, analysis and self-assessment by schoolchildren of the content of proven educational work (according to a given plan, scheme, algorithm, check the work performed, draw a conclusion about what worked and what did not work out, where are the mistakes);
- analysis and self-assessment of the method used to work on the content (rationality of the method for solving and formalizing tasks, imagery, personality of the plan for writing a sequence of actions in laboratory work, etc.);
- the student's assessment of himself as a subject of educational activity according to the given characteristics of the activity ("can I set educational goals, plan my work, organize and correct my educational actions, organize and evaluate the results");
- analysis and assessment of the nature of their participation in educational work (degree of activity, role, position in interaction with other participants in the work, initiative, educational ingenuity, etc.);
- inclusion in the lesson or homework of diagnostic tools for self-study of their cognitive processes and features: attention, thinking, memory, etc. (as a means for choosing a method, a plan for completing an educational task);
- "mirror tasks" - the discovery of their personal or educational characteristics in the character, given by the teacher by the content or introduced into the lesson diagnostic and quasi-diagnostic models ("estimate" for yourself).
II. Assignments for creating opportunities for self-determination ("Choose yourself")
- reasoned choice of various educational content (sources, electives, special courses, etc.); selection of tasks of various quality orientations (creativity, theoretical-practicality, analytical - synthesizing orientation);
- assignments offering a choice of the level of academic work (orientation towards an academic score);
- assignments with a reasoned choice of the method of educational work (the nature of educational interaction with classmates and the teacher (how and with whom to do educational assignments);
- choice of forms for reporting educational work (written, oral, early, on schedule, late);
- choice of the mode of educational work (intensive, in a short time, mastering the topic, distributed mode - "work in portions", etc.);
- tasks for self-determination, when the student is required to choose a moral, scientific, aesthetic (and maybe ideological) position within the framework of the presented educational material;
- assignments for the student himself to determine his zone of proximal development.
III. Tasks for "turning on" self-realization ("Show yourself!"):
- requiring creativity in the content of the work (coming up with tasks, topics, assignments, questions, essays, non-standard tasks, exercises that require solving, performing at the reproductive level);
- requiring creativity in the way of educational work (processing into diagrams, supporting notes: independent - not according to the model - setting up experiments, laboratory tasks, self-planning for the passage of educational topics, etc.);
- tasks that create an opportunity to express themselves in roles: opponent, polymath, author, critic, generator of ideas, systematizer, etc.);
- selection of different "genres" of tasks (scientific report, fictional text, iso-illustrations, dramatization, etc.);
- tasks offering the realization of oneself in the characters of a literary work, in a mask, in a play role (a specialist, a historical or contemporary figure, as an element of the process being studied);
- projects in the course of which educational content is implemented in the extracurricular sphere, extracurricular activities.
!!! It is possible to motivate self-realization with a mark, assessment, review, analysis and opinions.
IV. Tasks focused on the joint development of schoolchildren
("Create Together"):
- joint creativity with the use of special technologies and forms of group creative work: "brainstorming", theatricalization, intellectual team games;
- "ordinary" creative tasks - without the distribution of roles in the group and without the peculiarities of technology or form (joint, in pairs - essay, laboratory work, drawing up a comparative chronology);
- creative joint tasks with a special distribution of educational and organizational roles, positions in the group: leader, "laboratory assistant", "designer", expert controller (the contribution to overall result);
- creative play joint tasks - business games, theatricalization (interdependence of general and individual manifestations);
- tasks involving mutual understanding of the participants in the joint work (experiments, interviews with mutual fixation of the level of mastering this skill);
- joint analysis of the result and process of educational work, meaningful assessment of the degree of mastering the educational material;
- tasks, intended mutual assistance in the development of individual educational goals and individual curriculum plans (a plan for the implementation of individual laboratory work with its subsequent independent, individual implementation;
- stimulation, motivation of creative work by assessing the teacher, emphasizing both the joint result and individual results (focusing on the ideas of mutual development).
V. Tasks and a group of techniques for organizing educational work,
aimed at developing the desire to change yourself, improve and self-develop ("Change yourself for yourself!"):
- tasks that create the possibility of voluntarily taking on educational work in a non-judgmental situation (at home solve a problem or other educational work);
- analyze on a voluntary basis the results of the work by the student himself (voluntary self-assessment);
- after a series of solving training tasks of choice based on the criteria set by the teacher, evaluate each student's work, paying attention to the dynamics of the assessments;
- assignments for working out their educational prospects (planning the results of educational work in a quarter and in the year or building an individual plan of educational work: planning the number, forms, terms, levels of educational assignments, etc.);
- subjectively difficult tasks or difficult learning situations, interpreted by the teacher as acts of self-development, self-improvement (report without assessment);
- a wide range of tasks to choose from, requiring patience, creativity, practicality, ability to interact, with an offer to students to choose tasks in accordance with their ideal, the image of what they wish for themselves (these tasks are also non-judgmental);
- assignments to choose from with the ideal of professional behavior in an attractive, desired profession.
"Get to know yourself!"
"Choose yourself!"
"Show yourself!"
"Change yourself for yourself!"
MOTIVATION AND LEARNING PROCESS
Abraham Maslow's theory:
A person gets pleasure from the very process of manifesting himself only when the basic human needs associated with the elimination of deficiency, the need for security, love, respect and self-respect are sufficiently satisfied.
Clearly formulated requirements for behavior, attitudes and achievements of students do not limit the manifestation and development of their individuality.
Step-by-step development "Moving forward occurs in small steps, and each step forward is possible thanks to the feeling of security, when we enter the unknown from a reliable native" beachhead ".
Should respect any choice of the child, recognizing his right to fear and slowness or developmental disabilities.
Satisfy the needs for love and belonging.
"He once said that your flight was only a dream."
Need for self-esteem - and respect by others.
Competence, success, confidence, independence and freedom.
"I believe in you! You can definitely do it! And if not - well, you have many other virtues."
THE STATE OF THE TEACHER AS A LESSON POTENTIAL
The state of the teacher in the lesson, taking into account three characteristics: tone, stability and focus.
Tonus is the psychophysical basis of the state, its energeticity (complete apathy or a powerful charge of energy).
Sustainability - either the physical and emotional state of the teacher in the lesson is stable or impulsive: it fluctuates sharply, unpredictably, on a large scale.
Focus - this is what feelings the teacher experiences and radiates to the class.
The famous Italian psychologist R. Assagioli proposes to take into account different aspects of the personality or subpersonality (in each of us there are different voices talking to us on behalf of different selves:
- You should sit down now and get ready for the lesson!
- Why not torture yourself today and watch some interesting movie. Or go to chat with a neighbor).
Each of these subpersonalities seeks to realize their desire and resolve the conflict that is played out within the personality, which leads to an uncomfortable state. Learning to unite, harmonize desire is the way to manage your states.
In the lesson, when there is a little respite: exercises "hands" - to relieve fatigue; "umbrella" - for a sense of confidence and control; "exhale" - to relieve the situational internal stress; "formulas" of self-hypnosis. At recess: "ray" - removal of emotional fatigue; "press" - neutralizes anger, irritation, aggression; "mood" - you have had a difficult, difficult, unsuccessful lesson; "Fedya" - to develop the feeling of another person; "breathing" - regulation of one's state 10-15 minutes before lessons; "refuge" - in which you can rest whenever you want.
"And fly across the white light,
By becoming one movement of the wind.
Or think how to land
And the birds learn freedom,
Leaving everything that is a pity. "
The new role of the teacher in organizing pedagogical cooperation
For the younger generation, the school is the starting point of a journey for discoveries not only in the field of mastering educational content, but also in the field of knowing oneself and other people.
One of the teacher's tasks is to bring the student to the "treasures" where the knowledge accumulated by mankind is located, having previously given a "key" from them - individual and collective ways of mastering these treasures.
An integral part of the learning process is the student's conscious consent to change in the course of training and education, passing the difficult path of personality formation.
The purpose of this article is to help you see the problem, get interested in it, form your attitude towards it and, at the first stage, use our advice. The central point is that the student is not so much an object of study as a worthy and equal partner, capable of providing the desired performance in any business.
PEDAGOGICAL COOPERATION
It would be a mistake to think that cooperation pedagogy was born yesterday. Now let's remember that everything new is a well-forgotten old and you cannot destroy everything to the ground in the hope of building something completely new.
It is necessary to proceed from the contradictions of the educational process that exist today in the school:
between the new challenges facing the school and outdated teaching approaches and technologies;
between collective forms of learning and the individual form of appropriation of their results;
between the objective need for pedagogical cooperation in the classroom and the level of development of the problem in theory;
between the need of schoolchildren to cooperate with the teacher and classmates and the lack of preparedness for it by the teacher and students.
The solution of these contradictions of the educational process modern school on the basis of new teaching technologies and the use of cooperation relations can lead to qualitative positive results of the activities of students and teachers. It must be added to this that pedagogical cooperation is impossible without subject-subject relations that form the learning and upbringing environment.
So what are the main ideas for pedagogical collaboration?
The ideas of pedagogical cooperation have found practical embodiment in the experience of educators-innovators Sh.A. Amonashvili, I.P. Volkov, T.I. Goncharova, E.N. Ilyin, S.N. Lysenkova, V.F.Shatalov.
After analyzing their experience, we can highlight the main ideas:
1) Attitude towards students... Equal, parity relations of subjects of educational and cognitive activity;
2) Teaching without compulsion... The feeling of success, the removal of fear from students in the classroom gives rise to a feeling of confidence, interest in learning, creates conditions for creativity in the learning process;
3) The idea of a difficult goal... Teaching is carried out at a high level of complexity, and success in achieving the goal of the lesson is determined by faith in the intellectual strength of the student, both on the part of the teacher and classmates, his self-confidence;
4) Free choice idea... This is the first step in the development of each student, requiring the creation of favorable conditions for the flourishing of the personality in the learning process;
5) The idea of getting ahead... Work not only in the "zone of actual", but also in the "proximal development" of the child;
6) The idea of large blocks... The reduction of a topic divided into paragraphs into large "layers" of knowledge allows a sharp decline load on the student to increase the volume of the studied material;
7) Idea of the appropriate shape... Shatalov V.F. - supporting sheets do not allow a single extra word, the lessons of E.N. Ilyin is brought up with every detail;
8) The idea of introspection... Even for elementary school children, Sh.A. Amonashvili introduced reflection, with the help of which he teaches children individual and collective introspection;
9) Smart class background... The striving for knowledge creates an environment in which it is joyful to study (V.A. Sukhomlinsky's term), despite the high intensity of mental stress;
10) Personal approach... In the lesson, everyone feels like a person, he feels attention to his success, which inspires every student. The learning process is accompanied by positive emotions: the joy of new knowledge and achievement. The process of pedagogical cooperation allows you to deeper and more confidently pave the way of your thought in the field of perception of another student, as a result of creating an atmosphere of benevolent attention, and this is a sure guarantee to be heard, adequately understood.
As Vygotsky pointed out, a teacher from a scientific point of view is only the organizer of the social educational environment, the regulator and controller of its interaction with each student, and teaching requires collectivism from the teacher.
What, then, is the role of the teacher? Can this role be reduced only to the organization of the social environment?
Let's give the floor to Vygotsky again. He said that there was no way to replace the old formulation: "The student is everything, the teacher is nobody."
The role of the teacher is enormous, but unique.
It lies in the fact that the teacher actively influences the student, organizes the impact on him of the social environment.
The teacher's arsenal includes not only his personal abilities, knowledge, skills, but also immeasurably more important levers of education and training, for example, the influence of other students - classmates, which is more effective in the process of pedagogical cooperation than in the system of traditional relations between the teacher and schoolchildren in the classroom.
Let's move from theory to practice and talk about the attitude towards pedagogical cooperation.
The teacher's debut, and how many more meetings between the teacher and the new class, meetings with their own and their future! And each time we sometimes repeat and repeat our mistakes, in particular, replicating the teacher's strictness.
There are teachers who, for some reason, believe that their subject is the most interesting, it is simply necessary for students. But here's the paradox: when we meet a stranger, we are friendly, and in a similar situation in the classroom we deliberately destroy the atmosphere of kindness, establishing terror, we strive to overwhelm with our severity and our demands, we ourselves translate our image into negative. And then it is very difficult to restore the atmosphere of trust and cooperation.
REQUIREMENTS FOR THE ORGANIZATION OF PEDAGOGICAL COOPERATION
Based on pedagogical literature, advanced experience and observation, the methodologists came to the conclusion that the following requirements should be presented to the organization of pedagogical cooperation:
the task of the teacher is not only the development of the student's intellect, but also control over the course of his mental development in order to correct the detected deviations;
when studying mental characteristics it is necessary to compare the student not with other schoolchildren, but with himself according to previous results, evaluate him according to his individual contribution to this or that achievement in the educational and cognitive process;
the teacher should approach each student with an optimistic hypothesis. This means that it is not correct to analyze the current level of availability, it is necessary to build a forecast based on the analysis of the zone of proximal development;
the teacher's value judgments about the student should be formulated by the teacher in a sparing form, based on the positive aspects and capabilities of the child.
Correctly organized pedagogical cooperation in the lesson should not be focused on the issuance of ready-made pedagogical templates, but should put the student in such conditions and situations when his activity unfolds taking into account the past experience, individuality, and inner aspirations of the student himself.
In those lessons where there is pedagogical cooperation, there is no coaching of the weak, when strong students take on all the functions of a teacher, and the weak passively memorize.
The process of pedagogical cooperation in the classroom is very dynamic, it depends on a number of subjective factors: teacher skill, intellectual level children working together, etc. Much at the first stage depends on the teacher. He must, together with the students, go through a preparatory period, which includes training in cooperation, the ability to distribute work depending on the ability of each of the participants in collective work, and communicative readiness.
A guide to pedagogical mistakes in building collaboration
Pedagogical error
And that's how it should have been!
1 problem for discussion
nominated by the teacher.
1. Creation of conditions for collective discussion of the proposed problem.
2. Lack of group work skills in the process of collective activities in the classroom.
2. Formation of skills and abilities of collective activity.
3. A spontaneously created group of schoolchildren.
3. The optimal number of schoolchildren in a group is seven, the composition of the group is thought out.
4. A favorable atmosphere was not created in the lesson.
4. Taking into account the psychological and pedagogical characteristics of a given age, time of work, form of education.
5. Communication difficulties.
5. The team of students is psychologically compatible.
6. Fast, unconscious and thoughtless adoption of the imposed decision.
6. Maximum interest of all participants in the collective discussion.
7. The result of the work did not find any practical application.
7. Practical demand for solving this problem.
8. Lack of reflective analysis.
8. Reflexive analysis of collective activity.
What does Russian didactics say about the forms of education?
Form is a way of existence and expression of content, as well as the internal organization of content.
Forms of teaching in the lesson (R.S. Nemov):
1) Individual- educational and cognitive activity is not focused on a learning partner, there is no communication between students;
2) Individual-joint- boils down to the fact that students are not connected with each other. The need for communication among schoolchildren is minimal, there is no mutual assistance;
3) Joint-group- characterized by the fact that the problem will be solved even when not all students actively interact;
4) Jointly interdependent- the overall result is achieved by the actions of all students; if someone stops working, then the rest will have difficulties;
5) Collective creative- in the learning process, educational creative work of the team takes place; the number of students from two to the whole class.
The issues of enhancing the teaching of students are among the most pressing problems of modern pedagogical science and practice.
The key problem of increasing the efficiency and quality of the educational process is revitalization of learning activities students.
How to activate students in the lesson?
It is known that learning, like any other process, is associated with movement. Movement in the learning process goes from solving one educational problem to another, advancing the student along the path of knowledge: from ignorance to knowledge, from incomplete knowledge to more complete and accurate. Learning should not be reduced to a mechanical "transfer" of knowledge, since learning is a two-way process in which the teacher and the student closely interact: teaching and learning.
Students' attitude to learning is characterized by activity.
Activity determines the degree of "contact" of the student with the subject of his activity. The following components are distinguished in the structure of activity:
- Willingness to complete educational assignments;
- Striving for independent activity;
- Consciousness when completing tasks;
- Systematic training;
- Striving to improve your personal level.
Another important aspect of motivating students' learning is directly related to activity, this is independence.
Cognitive activity and independence are inseparable from each other: more active students (in terms of educational activities), as a rule, are more independent.
Managing student activity is traditionally referred to as activation.
Activation can be defined as a constantly ongoing process of encouraging students to energetic, purposeful learning, overcoming passive stereotyped activity, decline and stagnation in mental work.
The main goal of activation is the formation of students' activity, improving the quality of the educational process.
I use different ones in my practice.
This is a variety of forms, methods, teaching aids, the choice of such combinations that, in the situations that have arisen, stimulate the activity and independence of students.
In the classroom, I create situations in which the students themselves:
- Defend their opinion;
- Take part in discussions and discussions;
- Asking questions to each other and to the teacher;
- Analyze each other's answers;
- Evaluate the answers (self-check, mutual check);
- Advise their classmates on specific issues;
- They independently choose multilevel tasks;
- Find several solutions to the problem;
- Choose an assessment option (training board);
- Finding "dangerous places".
Stand out levels of cognitive activity:
Level I. Reproductive activity. It is characterized by the desire of students to understand, remember and reproduce knowledge, to master the method of its application according to the model. This level is characterized by a lack of interest among students in deepening knowledge.
Level II. Interpreting activity. It is characterized by the desire of students to identify the meaning of the studied content, the desire to learn the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.
Level III. Creative. It is characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their interconnections, but also to find a new way for this purpose.
In my work, I use various methods of enhancing cognitive activity, For example:
1. The method of problem learning. In the classroom, I create problem situations that direct the activities of students to maximize mastery of the material being studied and increase motivation.
2. Method of algorithmic learning. The guys independently compose an algorithm for solving the problem.
3. The method of heuristic teaching, the main purpose of which is to find and support the methods and rules by which students come to the discovery of certain laws. (I ask difficult questions, and then we get the answer with the help of leading questions).
4. Research teaching method. This method considers the rules of plausible true results, their subsequent verification, finding the boundaries of their application. The guys put forward a hypothesis and, based on the observations, analysis, and solutions to cognitive tasks, form a conclusion.
All these methods work in organic unity.
I consider active teaching methods to be those that maximize the level of cognitive activity of schoolchildren. This is:
Verbal methods
- Discussion method - I strive so that students can freely express their opinion and listen carefully to the opinion of others without being afraid.
- Method of independent work - I give a task, for example, to independently draw up a plan for proving a theorem or a plan for presenting new material. My students are very fond of various additional messages, since the office has free access to the Internet. Children learn to analyze, highlight the main thing, develop oral speech, use various sources of information.
- Method of independent work with didactic material. These are cards for consolidation and cards for the purpose of control, practical tasks, test tasks, etc.
- Problem statement method. When creating problem situations in the classroom, the guys put forward their hypotheses for solving this problem. This method contributes to the formation of methods of mental activity, analysis, synthesis, comparison, generalization, establishment of cause-and-effect relationships.
Visual methods
Partial search (students get some of the new knowledge themselves).
Practical methods
Partial search laboratory method.
Our school is a regional experimental site
Methods and techniques for enhancing cognitive activity in the classroom.
In my opinion , the right way to increase the effectiveness of a lesson is to ensure the unity of its content and form.
The key problem of increasing the efficiency and quality of the educational process is the revitalization of the educational activities of students. Having started my teaching career, I thought about the question: how to activate students in a mathematics lesson?
It is known that learning, like any other process, is associated with movement. Movement in the learning process goes from solving one educational problem to another, advancing the student along the path of knowledge: from ignorance to knowledge, from incomplete knowledge to more complete and accurate. I think that teaching should not be reduced to a mechanical "transfer" of knowledge, since teaching is a two-way process in which the teacher and the student closely interact: teaching and learning.
Students' attitude to learning is characterized by activity.
Activity determines the degree of "contact" of the student with the subject of his activity. The following components can be distinguished in the structure of activity:
willingness to complete educational assignments;
striving for independent activity;
conscientiousness when performing tasks;
systematic training;
striving to improve your personal level.
Another important aspect of motivating students' learning is directly related to activity - this is independence.
In the course of my pedagogical activity, I came to the conclusion that cognitive activity and independence are inseparable from each other: more active students (in terms of educational activity), as a rule, are more independent.
Management of student activity is traditionally referred to by many educators as activation.
Activation can be defined as a constantly ongoing process of encouraging students to energetic, purposeful learning, overcoming passive stereotyped activity, decline and stagnation in mental work.
The main goal of activation is the formation of students' activity, improving the quality of the educational process.
In my practice, I use various methods of enhancing cognitive activity.
This is a variety of forms, methods, teaching aids, the choice of such combinations that, in the situations that arise, stimulate the activity and independence of students.
In the classroom, I try to create situations in which the students themselves:
ask questions to each other and to the teacher;
independently choose multilevel tasks;
defend their opinion;
choose an assessment option (training board);
take part in discussions and discussions;
analyze each other's answers;
evaluate the answers (self-test, cross-check);
advise their classmates on specific issues;
find several solutions to the problem.
In my work, I use various methods of enhancing cognitive activity, for example:
1. Problem learning method ... In the classroom, I create problem situations that direct the activities of students to maximize mastery of the material being studied and increase motivation.
2. Algorithmic learning method ... The guys independently compose an algorithm for solving the problem.
3... Heuristic learning method , the main purpose of which is to find and support the ways and rules by which students come to the discovery of certain laws. (I ask difficult questions, and then, with the help of leading questions, I get an answer from the students).
4... Exploratory learning method. This method considers the rules of plausible true results, their subsequent verification, finding the boundaries of their application. The guys put forward a hypothesis and, based on the observations, analysis, and solutions to cognitive tasks, form a conclusion.
All these methods operate in organic unity and remain relevant in our time.
I want to tell you about some of the means and methods of increasing the effectiveness of teaching and methods of enhancing the cognitive activity of students that I use.
For example, I am using entertaining elements in the classroom.
I also consider entertaining mathematical material as one of the means that provide a rational relationship between the teacher's work in the classroom and outside it. Such material can be included in the main part of the lesson on the formation of elementary mathematical concepts or used at the end of it, when there is a decrease in the mental activity of children. Elements of amusement: play, everything unusual, unexpected - arouses in children a sense of surprise rich in its consequences, helps them to assimilate any educational material. Interesting elements in the lesson may be directly related to the topic being studied, or may be completely unrelated.
In my lessons, I distinguish elements that are entertaining in form, from elements that are entertaining in content. All the considered moments, tasks are elements of entertainment in terms of content. Or you can take the most commonplace task from a school textbook and present it as a game.
Amusing mathematical material is given by the game elements contained in each task, logical exercise, entertainment, whether it be a riddle or the most elementary puzzle. The variety of entertaining material - games, tasks, puzzles - provides a basis for their classification, although it is rather difficult to break down into groups such a variety of material created by teachers and methodologists. In my opinion, it can be classified according to various criteria: by content, nature and meaning, the nature of mental operations, as well as by focus on the development of certain skills.
In my work, I pay great attention to the game. Play is creativity, play is work. In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, a desire for knowledge. Carried away, children do not understand what they are learning: they learn, remember new things, orient themselves in unusual situations, replenish their stock of ideas, concepts, and develop imagination. Even the most passive of children enter the game with great desire. During the game, children are usually very attentive and focused.
The inclusion of the game in the educational process increases interest in the subject, because during the game, thinking proceeds more actively under the influence of positive emotions, competition, and the desire to win. Play is a teaching method, and with its help educational, developmental and educational tasks should be solved.
In the course of the game, I try to achieve the following goals:
1. Educational - consolidation and generalization of the knowledge gained, the inclusion of elements of entertaining interest in lesson and non-routine work for a more successful assimilation of the material, gaining new knowledge during the game;
2. Developing - the ability to compare and compare facts, make independent conclusions; to develop students' creative independence, creative thinking, the ability to work with various sources of information.
3. Educational - the formation of interest in the subject; fostering a sense of collectivism, responsibility for the results of their work and study.
In my work, I use the following types of games:
- desktop;
- games - competitions;
- intellectual.
Most often, in the form of a game, I conduct repetitive and generalizing lessons: this is a competition, a travel game; I try to include game moments in every lesson, especially in grades 5-6. In addition to enhancing the work of students, competitions also carry an educational load: the children empathize with the successes of their comrades. A non-standard lesson is a transition to a different psychological state, this is a different style of communication, positive emotions, this is an opportunity for everyone to express themselves in a new quality, this is an opportunity for everyone to develop their creative abilities. Children, as a rule, are put in a situation of success, which contributes to the awakening of their activity in the work in the lesson.
The use of game moments in the classroom is one of the options for increasing the motivational component. The implementation of play techniques and situations in the lesson form of classes occurs in the following main directions: a didactic goal is set for children in the form of a play task. Learning activities are subject to the rules of the game; educational material is used as a means of play; an element of competition is introduced into educational activity, which translates a didactic task into a game one; the success of the didactic task is associated with the game result. The educational goal of the games in the lesson is to test the knowledge of students, as well as to create conditions for self-realization, self-disclosure of the creative capabilities of students, and their manifestation of personal functions.
Didactic games get along very well with "serious" teaching. The inclusion of games and game moments in the lesson makes the learning process interesting and entertaining, creates a cheerful working mood in children, facilitates overcoming difficulties in assimilating educational material. I believe that every opportunity should be used to ensure that children learn with interest. But the didactic game is not an end in itself, but a means of teaching and upbringing. Didactic play should be viewed as a type of transformative creative activity in close connection with other types of educational activity.
I use the game "Mathematician-businessman" in the lesson
This game is a valuable means of educating the effective activity of children, it activates mental processes, arouses students' keen interest in the learning process. In it, children willingly overcome significant difficulties, train their strengths, develop abilities and skills. Learn to communicate with each other in a compromise.
IN present time, the time of entry into our life of information and communication technologies, it is simply necessary to use it in teaching, focused on the development of the creative abilities of students. I believe that without modern computer technology teaching mathematics is indispensable. In the modern lesson, the computer plays an important role in making the complex science of mathematics more accessible. Use at any stage of educational activity makes the lessons different from each other. This sense of constant novelty fosters interest in learning. In order to increase the effectiveness of a modern mathematics lesson, I use informational opportunities:
1. Programs - simulators, tests, tests in the application Office Excel.
IN in my practice, I use the use of simulators, training and monitoring programs for selected topics course of mathematics to work with students who are able to quickly assimilate the educational material at the compulsory level.
2. Simulators of oral counting.
They help to quickly pick up tasks of different difficulty levels. Diversity and originality, color and clarity, expectation of a quick result - all this captivates and motivates students.
3. Multimedia presentations of lessons in the environment Microsoft Office Power Point, which I widely use in the mode of graphic illustration of the studied material. For almost any lesson, you can create 3-4 slides to stimulate student activity. Extracurricular activities can also be decorated with presentations.
4. Mathematical sites on the Internet provide me with ample opportunities. Mathematical studies, entertaining popular science stories about modern problems of mathematics and cartoons, many methodological novelties, books, video lectures, entertaining mathematical facts, problems of different levels and topics, stories from the life of mathematicians help students to plunge into the amazing and fascinating world of mathematics.
Applying non-traditional forms of the lesson and new pedagogical technologies, I try to achieve the activation of the cognitive activity of students, increase the emotional saturation of the lesson, which helps to reveal the abilities of children.
A great influence on the mental development of students is exerted by tasks on comparison and systematization of the studied material.
Systematization and generalization of students' knowledge and skills is one of the main conditions for improving the quality of education. In my work, I use not only generally accepted forms of systematization (independent and systematization work, oral questioning at the blackboard, etc.), but also constantly invent and implement my own means of systematization. These techniques also help to increase the interest of students in studying the subject, prevent lagging, and ensure the active work of each student. Systematization for students should be educational.
As a result of non-traditional forms of systematization of knowledge and skills, individual characteristics children, the level of preparation for the lesson rises, which makes it possible to timely eliminate the shortcomings and gaps in the knowledge of students.
For example, having studied the topic "Criteria for parallel lines" and you can easily study "Properties of parallel lines" by introducing the concept of the inverse theorem.
Another means of enhancing the cognitive activity of schoolchildren, which I often use in my lessons, is the widespread use of their life experience. Practical application of knowledge consolidates and summarizes the studied material well. At the same time, they play an important role in the assimilation of the material. Often, children remember only what their hands have worked on, if a student drew, drew, cut out or painted over something, then this something in itself becomes a support for his memory. This kind of work as teaching practical lesson is creative for learners. Completing the assignment and summarizing the results leads them to new mathematical knowledge. Under these conditions, cognitive activity is self-movement. As a result of such work, new knowledge does not come from the outside in the form of information, but is an internal product of the practical activities of the students themselves.
The applied application of geometry is well traced, in particular, in the topic: "Measuring work on the ground."
Already in the lower grades, an interest in academic subjects is formed, propensities for various fields of knowledge, types of work are revealed, moral and cognitive aspirations develop. However, this process does not occur automatically, it is associated with the activation of the cognitive activity of students in the learning process, the development of the independence of students.
By awakening interest in my subject, I not only transfer experience, but also strengthen faith in my own strength in every child, regardless of his abilities. I believe that we should develop creative abilities in weak students, do not let more capable children stop in their development, teach everyone to cultivate willpower, strong character and determination in solving difficult tasks... All this is the upbringing of a creative personality in the broadest and deepest sense of the word. But in order to create a deep interest of students in the subject, for the development of their cognitive activity, it is necessary to search for additional means that stimulate the development of general activity, independence, personal initiative and creativity of students of different ages.
Both the tutorial and the lesson should be fun. Now there are many different manuals and additional literature, including the Internet. For example, the books of one Ya. I. Perelman "Entertaining Algebra", "Entertaining Geometry", "Funny Problems" were reprinted more than 126 times and remain relevant in our time. My task, as a teacher, is to provide, from all the variety of information, exactly the one that interests the students. Students' interest in learning should be viewed as one of the most powerful learning factors. I see mathematics not as a system of truths that need to be memorized, but as a system of reasoning that requires creative thinking... The ability to get interested in mathematics is not easy. Much depends on how to pose even an obvious question, and how to involve all students in the discussion of the current situation. The creative activity of students, the success of the lesson entirely depends on the methods and techniques that each teacher chooses, including myself.
Teaching mathematics at school is quite possible and must be structured so that it appears to the student as a series of small discoveries, along the steps of which the student's mind can rise to higher generalizations.
Game "Encoding Answers".
Decimal Actions Topic
0.14 + 0.006 (0.2) M
2 - 0.7 (1.3) O
100 0.012 (1.2) L
0.42: 7 (0.06) O
3.18 - 1.08 (2.1) D
5.4 0.1 (0.54) C
They find a tablet with the answer received, a letter is written on the back. Make up the word "Well done". (You can write not a letter, but a word, and the result will be a proverb, saying or saying of great mathematicians).
Description of the main elements of teaching experience Lesson-lecture.
In preparation for lectures the teacher should have a clear plan for its implementation (it can be made visible to students). When conducting a lecture lesson, techniques and forms are needed to make students active participants. Therefore, where possible, it is necessary to apply the problematic presentation of the material. In the lesson, pose problems, solve them, students follow the logic of presentation, control it, participate in the solution process. The presentation should be accompanied by questions that I answer myself or involve students. Students should have notes in notebooks, so I think in advance about the content, the form of notes on the board and in notebooks. When studying geometric material active methods cognition become analogy, comparison, generalization. On the eve of the lesson, students are invited to divide the page into two parts as one of the types of homework. On the left side of it, write out the necessary definitions, theorems, axioms of planimetry, which will be actively used in the lesson. These are, first of all, planimetric analogs. The right side is completed in the lesson under my guidance. The process of comparing mathematical facts is in progress, similar properties, their presence in new objects or their absence, transfer of known properties to new objects. The lecture presentation in mathematics is accompanied by examples, examples of solving exercises and problems, technical means, visual aids are used. Lesson - consultation is carried out when consolidating skills on a topic. It is a kind of independent work of students. It is convenient to conduct such lessons in twos. To do this, I prepare individual cards for each student or 4-8 different options. There are about 4 tasks in the card. The first assignment is designed to check the assimilation of the required learning outcomes. The second task is prepared for children who have mastered the topic at the level of compulsory learning outcomes. Some elements of difficulty are added to this task. The third task is similar to the second, only its difficulty is doubled. The fourth task is a task of increased complexity, that is, it includes exercises that require additional knowledge, ingenuity, and extraordinary thinking. The lesson begins with my explanation and an invitation to all students to complete the first task. As the student progresses, some students have doubts, any questions regarding both this topic and other topics encountered in the assignment. There are always guys in the class who, for whatever reason, have fragile knowledge. The student's question is a raised hand or a signal flag. In this case, I immediately give advice, answering any question regarding the assignment. At the end of the lesson, the work is collected for review. They are assessed taking into account the advice received. But if the student is not satisfied with the grade, he can refuse it, then this grade is not put in the journal. During the consolidation of the knowledge gained, the children have the opportunity to complete advanced tasks and get additional points, improving their grades. The positive results of such lessons-consultations are obvious: not only the gaps in the students' knowledge on this topic disappear, but also they are consolidated, other topics of the subject are remembered. The guys learn to correctly assess their capabilities, and sometimes take risks. The lesson-consultation allows the teacher to work individually with each student. Lesson-workshop. primary goal workshops consists in developing students' abilities and skills in solving problems of a certain type or type, in mastering new mathematical methods. The first stage of preparation for such lessons is a mathematical and didactic analysis of the theoretical and practical material of the topic. When analyzing practical material, I take the following actions:
- solve all the problems on the topic from the textbook, highlighting the main types of problems;
- to establish the correspondence of the practical material to the studied theory;
- identify the functions of each task (didactic, cognitive, developmental, practical);
- highlight new types of problems for students, examples and methods for their solution;
- select key tasks for the application of the studied topic;
- highlight tasks that allow several ways to solve;
- plan cycles of interrelated tasks;
- draw up a test that takes into account the level of development of each student.
You cannot learn mathematics by observing this process from the outside, so in the lessons - workshops, I try to develop students' independence in solving problems.
The textbook describes modern methods of enhancing adult learning, gives recommendations for their use in the system of additional professional education for teachers. The authors focus on interactive teaching methods (work in small groups, moderation, discussions, "brainstorming", etc.), which can be successfully used when conducting methodological seminars, meetings, teachers' councils, for developing plans and solving difficult problems. In an adapted version, many of the proposed methods and techniques can be applied in institutions of primary, secondary and higher vocational education.
For students of higher pedagogical educational institutions. The manual will be interesting for teachers of the advanced training system, methodologists educational institutions, heads of methodological associations, creative groups, teachers of universities, technical schools, colleges, vocational schools.
The essence of interactive learning.
The concept of "interaction" (from the English interaction - interaction) arose for the first time in sociology and social psychology... The theory of symbolic interactionism (founded by the American philosopher J. Mead) is characterized by the consideration of the development and life of the individual, the creation of his “I” by a person in situations of communication and interaction with other people. The ideas of interactionism have a significant impact on general, developmental and pedagogical psychology, which, in turn, is reflected in the modern practice of education and upbringing.
In psychology, interaction is “the ability to interact or be in a conversation mode, a dialogue with something (for example, with a computer) or someone (a person)”, and social interaction is a process in which individuals in the course of communication
in a group, their behavior affects other individuals, causing responses.
TABLE OF CONTENTS
Introduction 3
Chapter 1. Interactive learning as a modern direction of enhancing the cognitive activity of students 5
1.1. Intensification of learning as a pedagogical problem 5
1.2. Essence of Interactive Learning 7
1.3. Educational Effectiveness of Interactive Learning 12
1.4. Interactive Learning in Adult Education 14
Chapter 2. Psychological and pedagogical conditions for the effectiveness of interactive learning 18
2.1. Creating a favorable psychological climate 18
2.2. Organization of interpersonal dialogue 22
2.3. Organization of group learning activities 26
2.4. Reflexive Debriefing 34
Chapter 3. Discussion as a method of interactive learning 39
3.1. Discussion as a method of group interaction and its use in the learning process 39
3.2. Tips for the trainer for preparing and conducting discussions 41
3.3. Modern types of group discussions and techniques for their organization 45
3.4. Potential Difficulties in Leading the Discussion Tips and Tricks for the Facilitator 62
Chapter 4. Game teaching methods 67
4.1. The role of the game in vocational education 67
4.2. Business games 69
4.3. RPG 75
4.4. Organizational and activity games in adult learning 78
4.5. General guidelines for the use of games in adult education 85
Chapter 5. Case method - a method of collective analysis of situations 92
5.1. The concept of the case method, its possibilities in vocational training 92
5.2. Sources and Stages of Case Creation 94
5.3. Working on the situation in the classroom 98
Chapter 6. Training as a form of integrated use of interactive teaching methods and techniques 103
6.1. Training as a form of social and psychological work and a group form of organizing training 103
6.2. Types of trainings in adult education 107
6.3. Preparing and conducting training 115
Chapter 7. Moderation is an innovative form of professional development of specialists 125
7.1. Understanding Moderation 125
7.2. Main Stages (Phases) of Moderation 128
7.3. Content of the activity of the moderator 141
7.4. Opportunities, Limitations and Difficulties in Using Moderation 144
7.5. Practical instructions for the moderator on the use of visualization 146
Chapter 8. How to sum up. Classroom Feedback Techniques 150
Conclusion 169
Literature 171.
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The activation of the cognitive activity of students is the most pressing problem of our time. Hera general pattern is the tension of intellectual forces, caused mainly by such questions and educational tasks that require independence in search of ways to solve them, the ability to highlight the essential and insignificant features of the objects under study, to generalize and draw independent conclusions from the data obtained. Creative, active assimilation of new concepts is carried out in the process of solving questions and educational tasks for which there is no ready-made answer in the textbook. Teaching students to learn is the most important task of every teacher. At a time of great changes in society and the reassessment of values, the teaching of geography, like other school disciplines, requires new ideas, new approaches, and new pedagogy. What should it be? This question worries many teachers. One thing is clear, it can only be a pedagogy of creativity and cooperation. It should absorb the principles of humanism and democratization, should be aimed at the development of a creative personality, at the search for modern methods, means and forms of education. In the most general terms, the main goal of learning is the development of the learner. The primary task for today's teacher is to create conditions under which students are forced to actively, creatively work both in the classroom and at home, to educate a person - a figure who is able to solve life problems on the basis of knowledge.
Psychologists argue that the cognitive activity of a student is not an innate and not acquired quality. It develops dynamically, can progress and regress under the influence of school, friends, family, work or other social factors. The level of activity is strongly influenced by the teacher's relationship and the style of his communication with students in the lesson, academic performance and the mood of the student himself (academic success and positive emotions increase cognitive activity). For this reason, the cognitive activity of the same student in different lessons changes, depending on which teacher teaches, what he teaches and how he teaches, how he knows how to activate the class. Only genuine cooperation between teacher and student ensures an active classroom learning activity in the classroom.
The main tasks of enhancing the cognitive activity of students:
1) the excitement of students' cognitive interest in learning, a positive emotional attitude to the material being studied, the desire to learn, fostering a sense of duty and responsibility for learning;
2) the formation and development of a knowledge system as the basis of educational success;
3) the development of mental and especially mental activity as a condition for educational and cognitive skills, cognitive independence of students;
4) the formation and development of a system of skills and abilities of students, without which there can be no self-organization of their activities;
5) mastering the techniques of self-education, self-control, rational organization and culture of mental work of students.
If we recognize that cognitive interest is a significant learning factor that determines the motive of a student's learning activity, then it is very important to know the conditions, the observance of which contributes to the strengthening of cognitive interest. This is the maximum reliance on the mental activity of students (situations, practical tasks); conducting the educational process at the optimal level of development of students; emotional atmosphere of communication, positive emotional tone of the educational process. A prosperous learning atmosphere brings the student those experiences that D.I. Pisarev: "Every person is characterized by a desire to be smarter, better and more shrewd." It is this aspiration of the student to rise above what has already been achieved, asserts self-esteem, brings him, with successful activity, the deepest satisfaction, good mood, in which he works faster and more productively.
The pedagogical skill of the teacher determines how fully the activation of the cognitive activity of students in the lesson is realized. And various techniques and methods that are implemented at different forms and stages of the lesson help to activate.
Ways to enhance the cognitive activity of students.
1. The use of non-traditional forms of the lesson.
Analysis of pedagogical literature allows us to identify several dozen types of non-standard lessons. Their names give some idea of the goals, objectives, methods of conducting such classes. The most common of them are: "immersion" lessons; lessons - business games; lessons - press conferences; competition lessons; lessons like KVN; theatrical lessons; lessons-consultations; computer lessons; lessons with group forms of work; lessons of mutual learning of students; creativity lessons; lessons-auctions; lessons taught by students; lessons-tests; lessons-doubts; lessons - creative reports; formula lessons; lessons-contests; binary lessons; lessons-generalizations; fantasy lessons; game lessons; lessons - "courts"; lessons of the search for truth; lessons-lectures "Paradoxes"; concert lessons; dialogue lessons; lessons "The investigation is carried out by experts"; lessons - role-playing games; conference lessons; lessons-seminars; lessons-games "Field of Miracles"; excursion lessons; integrated (interdisciplinary) classes, united by a single topic or problem.
Of course, non-standard lessons, unusual in design, organization, methodology, are more popular with students than everyday training sessions with a strict structure and established work schedule. Therefore, according to I.P. Podlasiy, all teachers should practice such lessons. But turning non-standard lessons into the main form of work, introducing them into the system is impractical due to the large loss of time, the lack of serious cognitive work, and low productivity.
2. Use of game forms, methods and techniques of teaching.
Game forms: role-playing, didactic, imitation, organizational-active.
Play is one of the most ancient means of upbringing and teaching children. It has long been established that play, when combined with other teaching methods and forms of learning, can improve teaching efficiency.
3. Transition from monologic to dialogical interaction (subject - subjective).Such a transition promotes self-knowledge, self-determination and self-realization of all participants in the dialogue.
4. Wide application of the problem-task approach (systems of cognitive and practical tasks, problematic issues, situations).
In pedagogical literature, this technique is considered almost the most important and universal in interactive learning. It consists in the fact that a certain problem is posed to the student, and, overcoming it, the student masters the knowledge, abilities and skills that he should learn according to the course program. The problematic situation created in the lesson gives rise to students' questions. And in the appearance of questions, that inner impulse (the need for knowledge of a given phenomenon) is expressed, which is so valuable for strengthening cognitive interest.
Types of situations:
Choice situation, when there is a number of ready-made solutions, including the wrong ones, and it is necessary to choose the right (optimal) one;
Uncertainty situation when ambiguous decisions arise due to lack of data;
A conflict situation, which at its core contains the struggle and unity of opposites, which, by the way, is often encountered in practice;
The situation is unexpected, which causes surprise among the trainees by its paradox and unusualness;
Situation-proposal, when the teacher makes an assumption about the possibility of a new pattern, a new or original idea, which involves the active search for students;
Situation-refutation, if it is necessary to prove the inconsistency of any idea, any project, solution;
A situation is a mismatch when it does not "fit" into the existing experience and ideas, and many others.
An example of a problematic assignment: "Using the maps, establish why the water in Lake Chad is fresh (its water is slightly brackish)." This assignment is offered to students in grade VII, in the geography of continents and oceans. From the previous course, they know that sewage lakes have fresh water, and salty water is characteristic of closed lakes. The collision of already existing knowledge with a new fact creates intellectual difficulty in schoolchildren, puzzles them, i.e. a problematic situation arises.
So, the difficulty is caused by the contradiction between the lack of surface runoff and almost fresh water. This contradiction is the problem to be solved. Students already know that runoff can be not only surface, but also underground, not only permanent, but also temporary, and make the assumption that one of these types of runoff exists here.
The difficulty in using the technology of problem learning lies in the fact that, as a rule, several of the strongest students cope with problem tasks. The rest, at best, remember the answer and how the solution was found. At the same time, all schoolchildren should be involved in this kind of activity.
5. Use in the lesson of various forms of educational work of students.
Forms of educational work of students: collective, group, individual, frontal, paired. The group form of communication corresponds to the structure (one person → a group of people). The organization of a group form of communication provides for two options: a) general class (teacher → class students), b) brigade (teacher → group of students). For this, the class is divided into working groups of several people each. The task is assigned to the group as a whole. The group is headed by the teacher's confidant - a consultant. Group work can be structured in different ways; sometimes the task can be divided into parts, and then the whole group makes a general conclusion. Sometimes the group speaks up frontally and discusses difficult issues. The consultant can be asked any question by his team members. If the group does not receive an answer from him, then the children ask the teacher for help. The activities of students in the lesson can also be implemented in a pair version, which corresponds to the structure (teacher → student, student → student) or in pairs of a shift composition, when each student, in turn and individually, works with other students in the class or study group under general guidance. teachers. In this case, the student works alternately as a teacher, then as a student. The collective way of organizing training presupposes such an organization of educational work, which is collective in essence, since in this case everyone teaches everyone, and everyone teaches everyone; everyone's knowledge depends on the knowledge of other members of the group and is a shared value.
6. Application new information technologies
Multimedia lessons have a positive effect on the cognitive activity of students, increases motivation to study the subject. In such a lesson, it is easier to keep the attention and activity of students, and therefore to achieve the main goal of learning: the development of the child's personality. Multimedia equipment allows you to demonstrate in the classroom:
- thematic presentations,
- theoretical material in an accessible, vivid, visual form,
- video clips and videos,
- cards,
- schematic maps,
- tables and much more.
Effective for enhancing the cognitive interests of students is the use of interactive maps. Interactive maps are a new type of interactive geography teaching tools. On the one hand, interactive maps have the properties geographic map, i.e. are a scaled down image the earth's surface using special language- conventional signs. On the other hand, they have a new property that brings them closer to geographic information systems - the ability to change the content of the map. As an example I will take an interactive map "Natural areas of the world". When displayed on the screen, it is a physical-geographical map of the world. But on this schematic map, you can deduce the boundaries of a given natural area, and only the territory of this natural zone will be shown on the map and nothing superfluous. This allows students to focus only on what the teacher is talking about at the moment.
7. Systematic use various means control.Improving the testing of knowledge, abilities, skills of students is an indispensable condition for increasing the effectiveness of the lesson. These are tests, and dictations, and mini-exams, and tests, and punched cards, and labyrinths, and didactic cards; terminological crosswords, etc. One of the interesting forms of organizing the collective, cognitive activity of students is a public review of knowledge, which is a test for students. It develops the active cooperation of schoolchildren in their main work - learning, contributes to the creation of an atmosphere of goodwill in the children's collective, fostering mutual assistance, the formation of a responsible attitude not only to their studies, but also to the success of their classmates. In addition, reviews of knowledge deepen the knowledge of children in the subject, serve to consolidate large topics or the most difficult sections of the geography course.
8.Involving students in the creation of creative works
The power of the influence of the creative works of schoolchildren on the cognitive interest lies in their value for the development of the personality in general, since the very concept of creative work, and the process of its implementation, and its result - all require the maximum application of strength from the individual. From creative tasks, students perform such as writing crosswords, quizzes, messages and student reports, which are illustrated by presentations. Students, independently creating presentations, master working with a computer, and one of the most common Power Point programs now, learn to choose the main thing, to concentrate their thoughts. Reports and abstracts that students submit, as a rule, do not sound in the lesson due to lack of time. Presentations can either be included in the lesson (in the teacher's explanation), presented in the form of a visual series when checking homework, which will take little time, and even from experience we can say that students will be happy to watch new presentations during recess. Knowing that students' work will be in demand, they take such homework more seriously. Another clear benefit of this kind of homework.
Any creative task, no matter how attractive outwardly it may seem to students, cannot be introduced into training until they have the necessary skills to complete it. It requires both preparation for the perception of the task itself, and an element of teaching how to complete it. Only under these conditions can a creative task be a stimulus for the formation of genuine cognitive interest.
1) “I want to ask” (any student can ask a teacher or friend about the subject of the conversation, receive an answer and report the measure of his satisfaction with the answer received).
2) "Today's lesson for me ..." (expectation from the study of the topic, orientation to the object of study, wishes for the organized classes).
H) "Expert Commission" (a group of student-teacher assistants who express an opinion on the course of the lesson, or act as experts in case of controversial issues).
4) "Working in dyads" (preliminary discussion of the question with a friend, the wording of a single answer).
5) "Tell your I" (statement of a preliminary opinion on the way of doing something: "I would probably do so ...").
6) The method of an unfinished thesis (in writing or orally: "The most difficult thing for me was ...", "I once observed in my life ...").
7) Artistic image (diagram, drawing, symbolic sign, pictogram), etc.
9. Use of all methods of motivation and stimulation of students.Motivation is understood as a set of internal and external moving forces that induce a person to activity and give it its own definite meaning. A stable set of needs and motives of an individual determines its orientation. Students can and should have a stable motivation for self-development, acquisition of new knowledge and skills. The motivation for self-development of students is due to educational and needs - the desire to master the basics of educational activities or to eliminate the problems that have arisen, that is, to become more successful.
There are 4 groups of methods for motivating and stimulating students' activities:
I. Emotional: encouragement, educational and cognitive games, creating situations of success, stimulating assessment, free choice of tasks, satisfaction of the desire to be a significant person.
II. Cognitive: reliance on life experience, taking into account cognitive interests, creating problem situations, motivating to search for alternative solutions, performing creative tasks, developing - developing cooperation.
III. Strong-willed: informing about the obligatory results, the formation of a responsible attitude, the identification of cognitive difficulties, self-esteem and correction of their activities, the formation of reflexivity, forecasting future activities
IV. Social: the development of the desire to be useful, the creation of situations of mutual help, the development of empathy, empathy, the search for contacts and cooperation, interest in the results of teamwork, the organization of self-and mutual testing.
Thus, motivation is the main condition for interactive learning, therefore it is important for any teacher to identify the presence and content of the educational needs of students, existing difficulties and problems, and then at each lesson purposefully and systematically use the optimal methods of motivating and stimulating students' activities in order to implement personality-oriented developmental approach.
Any teacher is constantly on the lookout for new learning technologies. After all, they allow you to make the lesson unusual, exciting, and therefore memorable for the student. Only a creatively working teacher can achieve students' interest in their subject, a desire to study it, and therefore good knowledge.
