The difference between reception and method in pedagogy. Pedagogical techniques What is a technique in pedagogy definition

The main features of techniques and teaching methods

One of the main features of the educational process is two-way activity, which is manifested by both the teacher and the students. The development of this process is influenced in many aspects by techniques and teaching methods.

Such ways of interaction between the teacher and students, which are aimed at the joint solution of educational problems, are called teaching methods. Reception is one of the individual aspects of the method or one of its components. That's why techniques and teaching methods are in constant interaction, influencing one another. As an example, we can consider the method of work of students with educational literature. It involves the use of such techniques as taking notes, compiling abstracts, a plan and a thematic dictionary, citing, writing a review.

How techniques and teaching methods can have mutual influence, is also 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 material by the teacher, when students are given the task of creating a reference abstract based on the new material being studied.

In some cases, the applied method of teaching can act either as a separate method or as a technique. So, the explanation of the material is a teaching method, but if in the process of analyzing errors or practical work the teacher resorts to explanation, then this is already a technique that makes up the method of practical work.

However, techniques and teaching methods sometimes they can be interchangeable. So, if during the lesson the teacher uses the method of presenting new material and refers to the drawings, graphs, drawings in the textbook for greater clarity and better assimilation of what is being studied, this will be a technique. If during the lesson the method of working with educational literature is used, and the teacher needs to give 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 kinds of methods - teaching and learning.

Types of pedagogical techniques in teaching

DIDACTICS(Greek words - teaching), is considered as a part of pedagogy, investigating the problems of training and education, their patterns, principles, goals, content, means, organization, results achieved. EDUCATION- this is an ordered interaction of a teacher with students, aimed at the formation of scientific knowledge, skills, emotionally holistic attitude to the world. In the educational process, the task of discovering new truths is not set, but only their creative assimilation is required. The learning process is built taking into account the age characteristics of students, in connection with which the forms and methods of cognitive activity have been changed accordingly. Much knowledge is obtained by students not by direct study of objects, but indirectly, i.e. through the teacher's story, description, explanation, obtaining a variety of information. EDUCATION is a system of knowledge, abilities, skills (KUN) acquired in the learning process. But knowledge, skills, skills are not physical objects, they simply cannot be transferred. They can arise in the head of a child, a person only as a result of their own activity. They cannot simply be obtained, they must be obtained as a result of the mental activity of the student and, above all, thinking. "The learning process is a purposeful interaction between the teacher and students, during which the tasks of educating students are solved." KNOWLEDGE- this is a set of ideas embodying the theoretical mastery of the subject, the result of human cognitive activity. SKILLS- this is the mastery of ways to apply knowledge in practice (practical: skiing, counting, drawing conclusions). SKILL- this is a skill brought to automatism of a high degree of perfection (the ability to write, brush your teeth ...). Learning is a two-way process, it includes the activity of the teacher and the activity of the student.

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Methods, techniques and forms of education

The success of training is also the effectiveness of the management of the educational process, providing high results at minimal cost.

In the process of learning, when revealing its essence, it is necessary to distinguish between the moment of organization of activity and the moment of learning in the organization of activity. In the latter, communication between the teacher and the student is most clearly manifested, which is the actual training, its essence. Eliminate communication between teacher and student, and learning as such is not realized. And with it, any interaction between the teacher and the student will disappear. There will be no transfer of social experience and ownership of it.

Consequently, learning is communication, in the process of which controlled cognition takes place, the assimilation of social experience, reproduction, mastery of one or another specific activity that underlies the formation of personality.

Carried out at different levels, the learning process is cyclical, and the most important, the main indicator of the development of the cycles of the educational process are the immediate didactic goals of pedagogical work, which are grouped around two main goals: educational and upbringing. Educational - so that all students acquire a certain amount of knowledge, skills and abilities, develop their spiritual, physical and labor abilities, acquire the rudiments of labor and professional skills. Educational - to educate each student as a highly moral, harmoniously developed personality with a scientific and materialistic worldview, a humanistic orientation, creatively active and socially mature.

The ratio of these goals in the conditions of the modern school is such that the first is subordinate to the second, from which the main goal of education follows - to raise an honest, decent person who knows how to work independently, to realize his human potential.

1.2 Patterns of learning

Patterns of learning are essential, stable, recurring connections between the constituent parts, components of the learning process. Some of them always operate, regardless of the actions of the participants and the conditions of the process, for example: the goals and content of education depend on the requirements of society for the level of education of the individual. Most of the regularities manifest themselves as a trend, i.e. not in each individual case, but in a certain set.

Allocate external and internal patterns of learning. The former include the dependence of education on social processes and conditions (socio-economic, political situation, level of culture, the needs of society and the state in a certain type and level of education); to the second - the links between the components of the learning process (between the goals, content of education, methods, means and forms of education; between the teacher, the student and the meaning of the educational material). Quite a lot of internal regularities in pedagogical science have been established, most of them operate only when the necessary conditions for learning are created. For example, there is a natural connection between teaching and upbringing: the teaching activity of a teacher is predominantly educational in nature. Its educational impact depends on a number of conditions.

Another pattern: there is a relationship between teacher-student interaction and learning outcomes. According to this provision, training cannot take place if there is no interdependent activity of the participants in the learning process, there is no unity between them. A private, more concrete manifestation of this regularity is the relationship between the activity of the student and the results of learning: the more intense, the more conscious the educational and cognitive activity of the student, the higher the quality of education.

1.3 Learning principles

The principles of learning are guiding ideas, regulatory requirements for the organization and conduct of the didactic process. They are in the nature of the most general instructions, rules, norms governing the learning process. The principles are born on the basis of a scientific analysis of learning and correlate with the laws of the learning process established by didactics. Taking into account the focus on the formation of the personality, the individuality of each student, the following system of principles of education in a modern general education school is distinguished:

Teaching method- this is a method of pedagogical influence, which has its own goals, its own tasks and is an integral structure.

Methodical reception is part of the method; a concrete, often elementary action of the teacher, which causes a response action of the student.

For special education, the classification of methods based on a holistic activity approach in the learning process, developed by Yuri Konstantinovich Babansky, is of particular importance. He distinguishes three groups of methods.

Group I - methods of organization and implementation of educational and cognitive activities. This group of methods includes:

verbal, visual and practical (transmission and perception of educational information is a source of knowledge);

inductive and deductive (intellectual activity);

reproductive and problem-search (development of thinking);

independent work of students under the guidance of a teacher.

Group II - methods of stimulation and motivation.

Group III - methods of control and self-control.

The most common and in demand in special education is the classification of methods by the source of knowledge (traditional):

verbal methods(the source of knowledge is an oral or printed word): explanation, clarification, story, conversation, briefing, lecture, discussion, dispute. From verbal as an independent method, work with a book is singled out: reading, studying, summarizing, skimming, quoting, presentation, drawing up a plan, taking notes.

Visual Methods(observable objects, phenomena, visual aids are the source of knowledge): display, illustration, demonstration, student observations, excursion.

Practical Methods(students gain knowledge and develop skills by performing practical actions): exercise, laboratory and practical work, modeling, educational and productive work.

The use of technical teaching aids is considered as a video method. The video method includes viewing, learning, exercises under the control of the "electronic teacher", control.

The shortcomings in the development of cognitive activity of students in special educational institutions (especially thinking and speech, sensory-perceptual activity, attention) do not allow the use of any classification or approaches in full.

In special education, both a general pedagogical arsenal of teaching methods and techniques are used, as well as methods and techniques of correctional and pedagogical work specific to each category of students with special educational needs, certain structural combinations of which represent original educational technologies.

Significant originality in the selection, composition and application extends to the methods of organization and implementation of educational and cognitive activities of children with developmental disabilities.

Methods, techniques, teaching aids Classification of teaching methods

- perceptual methods - visual, practical (verbal transmission and auditory and / or visual perception of educational material and information on the organization and method of its assimilation);

- logical methods - inductive and deductive;

- Gnostic methods - reproductive, problem-search, research.

All of them can be successfully implemented in the practice of general education, both under the guidance of a teacher and by self-student, but the latter is quite difficult in the conditions of special education.

The selection of methods for correctional and pedagogical work with children and adolescents with developmental disabilities is determined by a number of factors.

1) Due to disorders in the development of the perceptual sphere (hearing, vision, musculoskeletal system, etc.), students have significantly narrowed the possibility of a full-fledged perception of auditory, visual, tactile-vibrational and other information that serves as educational information. Deviations in mental development also limit the perception of educational information. Therefore, preference is given to methods that help to most fully transmit, perceive, retain and process educational material in an accessible form for students, while relying on intact analyzers, functions, systems of the body, i.e. in accordance with the nature of the special educational needs of a particular person.

In the group of perceptual methods at the initial stages of teaching children with developmental disabilities, priority is given to practical and visual methods that form the sensorimotor basis of ideas and concepts in the reality being cognised. Verbal methods of transferring educational information serve as an addition to them. In the future, verbal methods will occupy one of the significant places in the education system.

2) With any deviations in development, as a rule, speech is disturbed. This means that, especially at the initial stages of teaching, the words of the teacher, his explanations, and verbal methods in general cannot be used as leading ones.

3) Various types of developmental disorders lead to the predominance of visual types of thinking, impede the formation of verbal and logical thinking, which, in turn, significantly limits the possibilities of using logical and gnostic methods in the educational process, and therefore the inductive method is often preferred, as well as explanatory-illustrative, reproductive and partially search methods.

4) When selecting and composing teaching methods, not only distant correctional and educational tasks are taken into account, but also immediate, specific learning goals, for example, the formation of a certain group of skills, the activation of the vocabulary necessary for mastering new material, etc.

5) The principles of education, general and specific goals and objectives of education, the content and objectives of each subject, the age and psychophysical characteristics of students, their level of preparedness, the material and technical equipment of schools, their geographical location, established pedagogical traditions, theoretical and practical preparedness and experience are taken into account. teacher, his personal qualities.

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Signs of the learning process

The learning process is a didactic process and is always conservative. Today, social values are really changing, therefore, naturally, the goals of education are changing, its content is changing. The learning process is a social process that arose with the emergence of society and is improved in accordance with its development. The learning process can be seen as a process of transferring experience.

Teaching methods and techniques

Consequently, the process of learning in secondary and higher educational institutions can be called the process of transferring accumulated experience by society to the younger generation. This experience includes, first of all, knowledge about the surrounding reality (knowledge of the world), which is constantly being improved, ways of applying this knowledge in practical human activities. After all, society cognizes the world in order to improve practical activities, and at the same time improve the reality around us. For constant development, for constant knowledge of the world, society equips the younger generation with ways to acquire new knowledge, that is, ways of knowing the world. And most importantly, society also conveys its attitude to the available knowledge, to the process of cognition of the surrounding world and to the world as a whole.

In the modern sense, learning is characterized by the following features:

1) bilateral character;

2) joint activities of teachers and students;

3) guidance from the teacher;

4) special planned organization and management;

5) integrity and unity;

6) compliance with the laws of age development of students;

7) management of the development and education of students.

Components of the learning process as a system

Consider the learning process as a system. Let us single out the two most important elements in it: teaching (the activity of the teacher) and teaching (the activity of the students). Traditionally, therefore, the learning process is seen as including two types of activities. The effectiveness of training to the greatest extent depends on the students. In order to promote the development of students, it is necessary to include them in the direct activity of acquiring knowledge. At the same time, one should not be limited only to their passive assimilation.

If we consider the learning process only as the transfer of certain information and the formation of specific skills and abilities in students, that is, as a craft, then in this case specific recommendations can be given. But we must shape the personality of a person, taking into account his individual capabilities, interests and inclinations. One of the most important criteria for the effectiveness of the learning process is "the achievement by each student of such a level of performance that corresponds to his real learning opportunities in the zone of proximal development." The learning process is a kind of system that characterizes the life of human society. Therefore, it has its own fundamental provisions that determine the nature of the learning process and its specifics. For example, even a specific school (or university) is also a system that has its own charter and is guided by some of the most general provisions that determine the nature of its life.

The content of education is a specific amount of knowledge, skills and abilities in a particular academic discipline, which is selected from the relevant areas of knowledge on the basis of existing didactic principles. The selected information is transmitted to students with the help of certain teaching aids, sources of information (the word of the teacher, teaching aid, visual and technical means). There are the following general principles formation of the content of school education:

1) humanism, ensuring the priority of universal human values and human health, free development of the individual;

2) scientific character, manifested in accordance with the knowledge proposed for study at school with the latest achievements of scientific, social and cultural progress;

3) the sequence, which consists in planning the content that develops in an ascending line, where each new knowledge relies on the previous one and follows from it;

4) historicism, meaning the reproduction in school courses of the history of the development of a particular branch of science, human practice, coverage of the activities of outstanding scientists in connection with the problems under study;

5) systematicity, which implies the consideration of the knowledge being studied and the skills being formed in the system, the construction of all training courses and the entire content of school education as systems that are part of each other and the general system of human culture;

6) connection with life as a way to test the validity of the knowledge being studied and skills being formed and as a universal means of reinforcing school education with real practice;

7) compliance with the age capabilities and level of preparedness of schoolchildren to whom this or that system of knowledge and skills is offered for mastering;

8) accessibility, determined by the structure of curricula and programs, the way scientific knowledge is presented in educational books, as well as the order of introduction and the optimal number of scientific concepts and terms studied.

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Method education (from the Greek. methodos- ʼʼway, way to achieve the goalʼʼ) - a system of sequential interrelated actions of the teacher and students, ensuring the assimilation of educational material.

Method is a multidimensional and multidimensional concept. Each teaching method has many properties and features, as a result of which there are quite a few principles for their differentiation. For this reason, in pedagogical science there is no single approach to the allocation of teaching methods.

Different authors distinguish the following teaching methods: storytelling, explanation, conversation, lecture, discussion, work with a book, demonstration, illustration, video method, exercise, laboratory method, practical method, test work; survey (varieties: oral and written, individual, frontal, compacted), method of programmed control, test control, abstract, didactic game, etc.

This list is far from complete.

In the process of teaching, the teacher uses various methods: a story, work with a book, an exercise, a demonstration, a laboratory method, etc.

At the same time, it is important to remember that no method is universal, that is, a single method will not give the necessary results in full. Good learning outcomes can only be achieved by using a range of complementary methods.

The effectiveness of teaching methods in any pedagogical situation depends on the specific goals and objectives of teaching. The most important component of pedagogical competence is the teacher's ability to choose and apply teaching methods correctly.

The choice of teaching methods is determined by a number of factors, including:

 goals of education, upbringing and development of students;

 features of the content of the studied material;

 features of teaching methods of a particular academic subject;

 the time allotted for the study of a particular material;

 the level of readiness of students, their age features;

 the level of pedagogical skills of the teacher;

 material and technical conditions of training.

Rice. 4.4. Choice of teaching methods

Teaching methods in the practice of work are implemented with the help of techniques and teaching aids, ᴛ.ᴇ. the method in its specific embodiment is a set of certain methods and means.

learning techniques(didactic techniques) are usually defined as elements of methods, single actions as part of a general teaching method. Reception - ϶ᴛᴏ is not yet a method, but its integral part, however, the practical implementation of the method is achieved precisely with the help of techniques. So, in the method of working with a book, the following techniques can be distinguished: 1) reading aloud; 2) drawing up a text plan; 3) filling in the table according to the material read; 4) drawing up a logical scheme of what was read; 5) note-taking; 6) selection of quotes, etc.

The learning process can be seen as a separate step in the practical application of the method. The sequence of these steps in the process of implementing the method leads to the learning goal.

Teaching methods

Reception and method ratio

The same method in different situations can be carried out using different techniques. For example, working with a book in one case may include reading aloud and drawing up a plan of the text; in another case, drawing up a logical diagram and selecting quotes; in the third case, taking notes.

The same technique can be included in different methods. So, drawing up a logical diagram can be part of an explanatory and illustrative method (for example, a teacher, explaining new material, draws a diagram on the blackboard), and can also be used as part of a research method (for example, students draw up a diagram that reflects the material they study on their own) .

Teaching methods are developed in the experience of many teachers and improved over decades. Many of the modern methods originated many centuries ago. For example, a story and an exercise were already known in the schools of the Ancient World, and in Ancient Greece Socrates improved the method of conversation and began to apply it to develop thinking and activate the cognitive interest of students. Unlike methods, techniques can be created in the experience of an individual teacher, determining the uniqueness of his individual pedagogical style.

There are relatively few methods, while there are countless techniques, in connection with this, it is very difficult to classify the techniques and it is almost impossible to compile a complete, exhaustive list of all didactic techniques. On fig. 4.6. only some groups of teaching methods are presented.

Rice. 4.6. Types of teaching methods

A methodological technique in translation from Greek means "a variant of achieving the goal." This is a certain system of interrelated sequential actions of pupils and the teacher, thanks to which the full assimilation of new educational material takes place.

Theoretical basis

A methodological technique is a multidimensional and multidimensional concept. Pedagogical science does not contain any single specific approach to identifying methods. Various authors suggest the following teaching methods:

story;
discussion;
work with the textbook;
laboratory workshop;
explanation;
test;
an exercise;
illustration;
demonstration;
various types of individual, written);
an exercise.

Moreover, each methodological technique has many varieties that help to successfully cope with any didactic tasks.

learning techniques

Methodological techniques in the lesson are used by the teacher, taking into account the individual characteristics of the class, the type of lesson. Reception is an integral part of the method. In pedagogical colleges and higher educational institutions, future teachers master all the teaching methods developed by the leading representatives of pedagogical science. Methodological techniques in primary school provide for the maximum use of visual teaching aids, which is necessary at this age.

Working with a book

When reading a book, there are several tricks at once:

reading the text aloud;
drawing up a plan according to the text read;
filling in the table according to the content read;
highlighting the logical scheme of the heard text;
compiling a brief summary;
selection of quotes.

In different situations, methodological techniques in the lesson can be carried out by using a variety of techniques.

For example, when working with a book, in one lesson they combine taking notes and reading aloud, and in another lesson, quotes are selected for the text and a logical diagram is drawn up. Compiling it, the guys use explanatory and illustrative methods. The teacher, in the process of introducing pupils to new educational material, offers them independent work.

What is needed to use the techniques and methods

Pedagogical methodological techniques are implemented only when the educational process is provided with the necessary material resources. For laboratory admission, equipment will be required, for computer technology - a personal computer. Learning tools are called material objects that are necessary to support the learning process. They become the main tool in the work of the modern teacher.

Material means of education

These include illustrations, collections, dummies; technical teaching aids, didactic material.

Gestures and facial expressions, speech, communicative, cognitive, labor activity are considered materialized means.

The purpose of teaching aids is determined by their didactic characteristics. For example, when teaching chemistry, the teacher uses a demonstration experiment at the stage of learning new material. To consolidate the acquired knowledge and skills, the children are offered practical and laboratory work.

Functions

The teaching aids used in the modern school perform several functions.

Compensatory helps to facilitate the educational process, help in achieving the goal with minimal time and physical costs.
Adaptive helps the teacher to correlate the content of the academic discipline with the individual and age characteristics of schoolchildren, to obtain favorable conditions for the harmonious development of children, creating conditions for organizing independent work of schoolchildren.
Informative involves the use of various textbooks, videos, projection equipment, laboratory equipment.
Integration consists in the totality of the studied phenomena and objects, revealing the essence and properties of processes or laws.

Reception "zigzag"

This methodological technique is suitable for situations in which it is necessary to learn a large amount of information in a short period of time. In the school curriculum in many academic disciplines, a minimum number of hours are allotted for the study of specific topics. In order to have time to consider as many paragraphs as possible during the lesson, it is precisely such methodological techniques that come to the aid of the teacher. At school, "zigzag" allows you to remember the details of a large amount of information in a short period of time. The material is assimilated in an interactive form, the teacher does not offer the students a ready-made solution, the students themselves search for it. These methodological techniques are group work skills. There is a mobilization of all students, They learn to search together to systematize information. Such types of methodological techniques as "pivot tables", "essays", "cluster" are suitable for "zigzag".

The main purpose of applying the "zigzag" technique is the assimilation of a large layer of new material. Initially, the teacher divides the text into several separate parts. There are several study groups in the class, in each the number of children does not exceed 5-6 people. They are considered "primary" blocks. The new material is divided into as many parts as there will be participants in each block.

When considering a large text, you can increase the number of children in primary groups up to 6-7 people. Give the children the same text. Each member of the group gets their own numbered passage. Further, the student works out his part of the text individually, compiling it. Its main task is to obtain a high-quality "squeeze" from the read passage. Methods and methodological techniques for carrying out such work by the teacher are not limited. You can draw up a diagram, make a table, draw up a cluster.

The next step is group work. Students go to "colleagues", expert groups are formed. In one block, guys working with different passages from the same text will be collected. Discussion is taking place. The guys change their opinions, works, choose the best option for presenting their "piece" of the text. As an additional task, the teacher suggests compiling questions based on the passage so that the rest of the children understand whether the material has been mastered. Next, the students return to the "original blocks", the stage of reflection is assumed. It involves the presentation to the rest of the students of that part of the text that was worked out by the guys individually. As a result, each representative of the mini-group gets an idea of the entire text. As the final stage of the "zigzag" methodology, the general work of the class is supposed. One of the experts presents his part of the text, the text is re-listened. If necessary, the “colleague” is supplemented by other “experts” from the same group. At the stage of reflection, there is a choice of those presentations that turned out to be the most accessible for memorization, understandable by the presentation of the material presented.

Similar teaching methods in kindergarten are offered in a lightweight version. Preschoolers are also divided into groups, but they are offered not a text, but part of a large drawing. For example, the illustration for "The Tale of the Turnip" is divided into several separate pictures. One kid gets an image of a turnip, the second is a grandfather, the third is a grandmother, the fourth is a granddaughter, the fifth is a bug, the sixth is a cat. As a result, together they must present to the guys from another block a ready-made version of a fairy tale story known to everyone.

Reception "collector"

Such methods and teaching methods are suitable for an interactive educational process. "Collector" is good at the stage of preparation for the assimilation of new educational material. It is considered a universal method, as it is equally good for technology and chemistry lessons. The main purpose of this method is to establish metasubject and intersubject connections, to demonstrate the possibility of applying new knowledge to explain familiar phenomena.

At the first stage, students need to collect collections. In preparation for the lesson, they are given the task to collect the maximum number of various items that are closely related to the topic of the lesson. For example, when preparing the topic “International Relations of the Russian Federation” in geography, the guys collect foreign labels and labels. They are pasted into a special album, and on the contour map all the countries from which the goods were brought to Russia are marked with circles.

For such a subject as literature, they collect a collection of portraits of poets and writers or heroes created by them. In preparation for biology, the guys form a collection of leaves of various trees, algae, bird feathers, etc.

At the next stage of the lesson, according to a certain template, all the items found are formed into one album. Each sample must have a description. If the items are related to chemistry, the name of the product is assumed, its chemical formula, areas of application, significance for humans, negative characteristics.

The third stage is to work with the previously created collection in the learning process. The development of methodological techniques of this type is optimal for consolidating new material and generalizing the knowledge and skills acquired by schoolchildren. The lesson is built in the form of a brain-ring, a business game, an auction. The class is divided into several groups, each makes a presentation of a part of the prepared collection. The teacher receives such a “bonus” when choosing this technique as a ready-made reference book or a detailed collection, he will be able to use them when working with other students.

Reception "intellectual ring"

It is widely used for the reproduction of knowledge. With its help, it is possible to carry out a survey of schoolchildren who not only reproduce the learned material, but also have creative associative thinking, are able to establish logical chains between the material covered and new knowledge. You can conduct an "intellectual ring" at any lesson during the actualization of existing skills, preparation for learning new material, as well as to generalize the topic. Its essence lies in the presentation of the child as a "boxer". He must withstand a certain number of "blows", more precisely, questions asked by the teacher and other children on the topic under consideration. He has only 3-5 seconds to think about the answer. The questions offered to the "boxer" imply a specific answer. This technique allows the teacher to quickly conduct a survey, check the level of preparation of the student, and evaluate him. Questions can have a playful form, then, in addition to mechanical memory, the teacher will be able to identify the degree of understanding of the topic. Questions can be formed in the form of charades, anagrams, homonyms. In mathematics, questions can be replaced with comic problems. At a chemistry lesson, children are invited to correct errors in the formulas, to identify the authors of the laws.

Reception "Running associations"

It is considered active. It can be used to systematize the acquired knowledge through comparison. new information with previous experience. The technique is based on connecting the subconscious, the sensory sphere to the educational process. The result of the application of the "running of associations" will be a strong assimilation of information, motivation of students for further learning. For problematic lessons, with its help, the teacher sets the main goal of the lesson. The teacher divides the class into pairs. Then the main topic of the lesson is set. The child names 2-3 words that he associates with the topic of the lesson. For example, in mathematics, "association running" is suitable for studying the topic "circle". The teacher shows the children round objects. The main task of students is to complete the logical chain started by the teacher. If the lesson involves the development of pupils' speech, the method of "running associations" also helps the teacher to cope with the tasks. The class is divided into pairs. One child names two words that are not related to each other. The task for the second student will be to compose a sentence from them, in which the words will be logically related to each other.

The classification of teaching methods used in the modern educational process was proposed by different teachers. Different moments are chosen as the basis for division, taking into account the specifics of the subject, the type of training session. Methodological techniques should be rationally and effectively used in the educational process. Professionals believe that at different stages of the lesson, the degree of assimilation of the material changes dramatically. At first, the guys are able to remember about 60 percent, from 4 to 23 minutes of class they learn 90% of the information, from 23 to 34 they remember only half of the knowledge. Knowing this statistics, the teacher can build his own methodological system of work.

Conclusion

What should be considered when choosing methods? Experts say that the level of assimilation is directly related to the time of day. For example, children learn complex information best from 11 am to 1 pm. A certain increase in working capacity among high school students is noted on Saturday, because everyone is looking forward to the upcoming day off. Selected methodological techniques should be accompanied by effective visual materials, modern technical means. In addition, there should be full feedback during the training session between the children and the teacher. For maximum effectiveness of the applied methodological techniques, they must be combined with pedagogical means. Selecting teaching methods, the teacher is looking for those that will help motivate students to learn new material. For example, for teachers of chemistry and physics, project and research methods will be closer. The specificity of these subjects is such that it involves a large amount of independent work. For teachers physical culture almost all teaching methods are suitable; fragments of innovative pedagogical technologies can be used at each stage of the lesson.

Teaching methods and techniques

Parameter name	Meaning
Article subject:	Teaching methods and techniques
Rubric (thematic category)	Education

In the process of teaching, the teacher uses various methods: a story, work with a book, an exercise, a demonstration, a laboratory method, etc.
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At the same time, it is important to remember that no method is universal, that is, a single method will not give the necessary results in full. Good learning outcomes can only be achieved by using a range of complementary methods.

The choice of teaching methods is determined by a number of factors, including:

 goals of education, upbringing and development of students;

 features of the content of the studied material;

 features of teaching methods of a particular academic subject;

 the time allotted for the study of a particular material;

 the level of preparedness of students, their age characteristics;

 the level of pedagogical skills of the teacher;

 material and technical conditions of training.

Rice. 4.4. Choice of teaching methods

Teaching methods in the practice of work are implemented with the help of techniques and teaching aids, ᴛ.ᴇ. the method in its specific embodiment is a set of certain methods and means.

The learning process can be seen as a separate step in the practical application of the method. The sequence of these steps in the process of implementing the method leads to the learning goal.

Rice. 4.5. Reception and method ratio

Rice. 4.6. Types of teaching methods

Methods and techniques of teaching - the concept and types. Classification and features of the category "Teaching methods and techniques" 2017, 2018.

The use of pedagogical techniques in the classroom

Teacher of English language

I. A. Digitayeva

As you know, the task of a modern school teacher is to teach students to acquire knowledge and apply it in life. Academician A. Mints argued that “stuffed with knowledge, but not able to use it, a student resembles a stuffed fish that cannot swim.”

In this regard, at present, the use of techniques and methods in teaching that form the ability to independently acquire knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions is becoming increasingly relevant in the educational process. (slide 2)

And this means that a modern student should be formed universal learning activities that provide the ability to organize independent learning activities. Today, the focus is on the student, his personality. Therefore, the main goal of a modern teacher is to choose methods and forms of organization of students' educational activities that optimally correspond to the goal of personality development. (slide 3)

A beautiful modern lesson is a masterfully played lesson. One can only guess how much work the teacher invested, how many books he studied in order to find the most valuable thing that he wanted to convey to each child. Thus, a modern teacher is a creative person who does not stand still, she is in constant search. (slide 4)

And in their creative search, everyone discovers the book of A.A. Gina "Techniques of pedagogical technology" (publishing house "Vita". - M. - 2004 .).(slide 5)

Imagine the threads that we tie with knots and get a network. With it, we can fish or make a fence, make a hammock or come up with something else. We see a huge benefit from the fact that each thread is now not just in itself, but something whole. Now imagine that the thread is a technique, and the network is a variety of pedagogical techniques used by the teacher. They support each other, forming into something whole, into a system.

Now let's get acquainted with the basic principles of pedagogical technique. There are only five of them. (slide 6)

1. The principle of freedom of choice.

In any teaching or management action, where possible, give the student the right to choose. With one important condition– the right to choose is always balanced by the conscious responsibility for your choice! This can be done within the modern system of education. For example, in English lessons, students can be given a series of exercises, and the guys choose which ones to do and how much. In the next lesson, they are happy to justify their choice.

2. The principle of openness.

Not only to give knowledge, but also to show its limits. To confront the student with problems, the solutions of which lie outside the course being studied.

3. And B. Shaw argued that "the only way leading to knowledge is activity". The third principle is the principle activities.

Mastering by students of knowledge, skills, skills mainly in the form of activity.

4. The principle of feedback.

Regularly monitor the learning process using a developed system of feedback techniques (the mood of the students, the degree of their interest, the level of understanding).

5. The principle of ideality.

Maximize the use of opportunities, knowledge, interests of the students themselves in order to increase efficiency and reduce costs in the education process. The higher the activity, self-organization of students, the higher the ideality of the teaching or control action. If we correctly coordinate the content and forms of education with the possibilities of schoolchildren, then they themselves will strive to find out: what next? We coordinate the pace, rhythm and complexity of learning with the capabilities of the students - and then they will feel their success and will want to reinforce it themselves. And the principle also involves the active involvement of students in the management of their team, and then they themselves teach each other.

(slide 7) Of interest is the so-called student learning pyramid, proposed by the journal "Principal of the School" based on the results of American studies:

Lecture-monologue

Reading (independent)

Audio-video training

Show (demo)

Discussion group (discussion of educational material in a small group)

Practice in the course of activity

Teaching others (child teaching child)

The organization of the lesson involves various stages, so the techniques can be classified according to these stages. The same techniques are acceptable at different stages of the lesson. To organize an effective start of the lesson, you can use the following techniques

1. Organizational moment. To organize an effective start of the lesson, you can use the following techniques:

Slide 8

“Yes-no” Students ask the teacher questions to determine the topic of the lesson, to which he answers “yes / no”

Delayed answer At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key for understanding) will be opened in the lesson when working on new material

Rhymed beginning of the lesson. Emotional entry into the lesson.

The beginning of the lesson with theatrical elements.

Begin the lesson with a proverb, saying related to the topic of the lesson

Starting the lesson with a statement by prominent people related to the topic of the lesson

The beginning of the lesson with an epigraph to the lesson.

The beginning of the lesson with the formulation of a learning problem through a problematic question. Creating a problematic situation.

(slide 9) While preparing for the seminar, I visited the English and Russian language classes of the teachers of our school and would like to present some of the techniques that they successfully use in their lessons. For example, an English lesson can be started with a poem that can help students easily identify the topic of the lesson and its objectives.

(Slide 1o) Or use the “Intellectual warm-up” technique in a Russian language lesson

(slide 11) 2. Updating the knowledge of UUD at the beginning of the lesson or during it as needed.

The following group of techniques is used at this stage:

Intellectual warm-up

Restoration of a deformed statement, rule, text or addition of missing words

Own support - cheat sheet

Ranking, arrangement in the right order of concepts

delayed answer

The game of chance

catch the mistake

Questions to the text

The Perfect Poll

Basket of ideas, concepts, names

At this stage of the lesson, Russian language teachers use the “Introductory Dialogue” technique, aimed at generalization, concretization, logic of reasoning, (slide 12) technique "Restoring deformed text by missing words", (slide 13) questions to the text (slide 14) or answer according to a “cheat sheet” prepared at home, during which students learn to “fold and unfold information”. (slide 15)

(slide 16) 3. Primary perception and assimilation of new theoretical educational material.

The assimilation of new material is carried out in the following ways:

Press conference
catch the mistake
delayed answer
Key Terms
Good bad
multimedia presentation
Working with Internet resources

(slide 17) On the topic “Verb”, Russian language teachers offer students the following support, presented on the slide.

(slide 18) 6. Reflection of activity.

At this stage, the following methods are successfully applied:

Continue the phrase

Draw the mood

"Herringbone"

"Tree of creativity"

"Spark of communication"

Intellectual reflection

« My condition"

(slide 19) At the “Reflection of activity” stage, Russian language teachers ask “final reflection questions” presented on the slide.

(slide 20) Homework

When assigning homework to students, you can also use a variety of techniques, for example. " The oddity of the ordinary."

(slide 21) In English lessons, you can offer students: write a postcard to Santa Claus, compose a poem, make a presentation.

(slide 22, 23) In the Russian language lessons, use as homework exercises aimed at enhancing the mental activity of students (the ability to analyze and compare).

Each teacher has his own creative workshop. Everyone has a wide variety of methodological techniques and, perhaps, has already made an attempt to structure them. (slide 24) Knowledge of the methods of pedagogical activity will not have the desired effect if they are not used in the system, so you can make your teaching life easier by creating a constructor for “assembling lessons”.

The idea of the Constructor belongs to the teacher Anatoly Gin.

The experience of using this technique represents an element of novelty in the improvement of the modern lesson and significantly enriches the teacher's methodological piggy bank.

In the first vertical column - the main stages of the lesson, on the right - the names of the methodological techniques necessary for the implementation of its stages.

General form constructor can be like this (Appendix 1).

We offer Algorithm of activities for the use of the “Constructor” technique:

1. Mandatory designation of the main sections of the lesson.

2. The study of various methodological techniques and their combinations.

3. Structuring all techniques in the "Constructor".

4. Thematic planning with the introduction of the "Constructor" section.

5.Creating your own “Constructor” of lessons.

Application modern pedagogical technique "Designer" provides the following advantages:

1. The variety of lessons increases significantly.

2. There is a systematization of methodological techniques known and used in the work, which without the "Designer" is difficult for the teacher to keep in memory.

3. When using the "Designer", the time for preparing lessons is significantly reduced.

4. When preparing for lessons, more attention is paid to the organization of the beginning and end of the lesson, to the "Homework" stage.

5. A variety of methods and techniques in the classroom increase students' interest in the subject, which undoubtedly affects the quality of education.

Literature:

1. I.I. Ipatova, O.N. Topekhin, E.N. Kalyuzhnaya, I.Yu. Svistunova, S.S. Timofeeva, S.P. Demidova "Technology for designing a modern lesson in the implementation of the requirements of the Federal State Educational Standards LLC. Guidelines»

2. Gin A. A. Pedagogical techniques: Freedom of choice. Openness. Activity. Feedback. Ideality: A teacher's guide. 3 edition, - M.: Vita press, 2001.-88s.

3. Perevedentseva E. A. "The use of pedagogical techniques in the lessons of the Russian language and literature"

4. Larionova S. A. An open lesson in English. "We're going to travel."

5. Khokhlova N. Yu. Open lesson of the Russian language. "Verb in phrase and sentence".

6. Emelianenko N. V. Open lesson of the Russian language. "Verb".

7. State budgetary educational institution of secondary vocational education Pedagogical College "Buguruslan" Methodological development for primary school teachers.

Attachment 1

Table 1

LESSON CONSTRUCTION

Basic functional blocks

Lesson Sections

A. Beginning of the lesson

Intellectual warm-up or simple survey (on basic questions)

"Yes-no"

Surprise! Delayed answer

Fantastic supplement

"Traffic light"

Gentle Poll

The Perfect Poll

Inter-interrogation

UMSh (frontally, with the whole class)

Game of chance

Press conference

Test control

Individual survey

Graphic dictation

B. Explanation of new material

Attractive target

Fantastic supplement

Practicality of the theory.

Press conference

question to the text

Get the error!

Business game "point of view"

Business game "Nile"

Problem dialogue

B. Consolidation, training, working out the material

Get the error!

Press conference

training game

Game of chance

"Yes-no"

Business game "Competence"

Business game "Point of view"

Business game "Nile"

Training control work

Oral programmable survey

Gentle Poll

D. Repetition

We repeat with control!

Repeat with expansion

Your examples

Poll-total

We discuss d\z

Business game "Competence"

Business game "Point of view"

Business game "Nile"

Game of chance

indicative answer

D. Control

"Traffic light"

Chain poll

Silent Polling

Programmable Poll

The Perfect Poll

Factual dictation

Blitz-control

Selective control

Regular control work

E. Homework

Array specification

Three levels of homework

Unusual Ordinary

Special mission

Ideal Job

Creativity works for the future

G. End of lesson

Poll-total

Delayed answer

The role of "psychologist"

The role of "summing up"

We discuss d\z

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"Techniques of pedagogical technique Digitayeva I. A. ."

Workshop

Application in the work of pedagogical techniques focused on a system-activity approach.

Use in the classroom methods of pedagogical technique

I. A. Digitayeva

English teacher

MBOU secondary school №3

Chinese wisdom :

"I hear - I forget,

I see - I remember

I do - I assimilate."

Methods of pedagogical technology

1. The principle of freedom of choice
2. The principle of openness
3.Working principle
4. Feedback principle
5. The principle of ideality

Student Learning Pyramid

Lecture-monologue 5%

Reading (independent) 10%

Audio-video training 20%

Display (demonstration) 30%

small group discussion) 50%

Practice in the course of activity 75%

Teaching others (child teaching child) 90%

1. Organizational moment

Methodical methods:

The beginning of the lesson with the formulation of a learning problem through a problematic question. Creating a problem situation
"Yes-no"
delayed answer
Fantastic Supplement
Beginning a lesson using a poem related to the topic of the lesson
The beginning of the lesson with theatrical elements
Begin the lesson with a proverb, saying related to the topic of the lesson
Starting the lesson with a statement by prominent people related to the topic of the lesson
The beginning of the lesson with an epigraph to the lesson.

Starting a lesson using

poems,

related to the topic of the lesson

“ What are you going to do ?”

Asked me a clever cockatoo.

He is going to think.

She is going to drink.

They are going to ride a camel.

But we are going to TRAVEL !

Intellectual warm-up

1. Indicate what is common in the words of each row and what distinguishes them?

A. talk, speaking, garrulous

B. density, compact, tight

B. hello, affable, welcome

2. Which phenomenon is illustrated by the following examples:

search - find, go - arrive?

A) prefix method of word formation

B) changing the verb by person

C) specific pairs of verbs

D) changing verbs by tenses

3. What common feature connects the verbs in the following

phrases:

Rolled down the mountain, spinning around us, going to visit?

1) all past tense verbs

2) all imperfective verbs

3) all verbs are transitive (combined with a noun in

form V.p. no suggestion)

4) all verbs are reflexive (have a postfix -sya (-s))

2. Updating knowledge

Methodical methods:

Intellectual warm-up
Restoration of a deformed statement, rule, text or addition of missing words
Own support - cheat sheet
Ranking, arrangement in the right order of concepts
delayed answer
The game of chance
catch the mistake
Questions to the text
The Perfect Poll
Basket of ideas, concepts, names

Repairing deformed text with missing words

Morphological features of the verb.

The verb is an independent variable part of speech.

Indicates an action, a state.

Verbs are words that answer questions:_

___________________? _____________________?

The initial form of the verb is ____________________.

Permanent morphological features include:

a) view (_________ \ _______);

b) ___________ (the ability to combine with the form

_____ case without preposition);

c) recurrence (presence of _______);

G)_________.

5. Variable morphological features include:

a) inclination (__________, ___________, _________);

b) _________ (for verbs, express. inclination);

in)_________;

d) person (except for conditional verbs and verbs

__________ time);

e) __________ (for verbs in the conditional mood and indicative

inclination in ____________ tense in the singular).

6._________________________________________________________

Read the text and do the tasks for it.

(1) A verb is a whole thought, not a separate concept,

as a noun. (2) This is a message about something,

not emotion, as an adjective. (Z) Once upon a time with a verb

called every word (similarly in Pushkin - in archaic,

high meaning: "Burn the hearts of people with the verb"),

even earlier, the verb was called speech in general.

(4) New - that's what is important in the verb.

(5) The verb is the most lively part of speech: the name of the action

makes up the essence of the phrase, makes the sentence dynamic

and full-blooded.

(6) That's why writers love the verb. (7) Not finished

definition, but an elusive sign of the predicate,

said, revealed: not white, white, whitish,

not whiteness, whiteness, but whiten, whiten, whiten ..

(8) We are forever fascinated by Pushkin's prose, he has

every third word is a verb. (9) Clarity of the syllable

Chekhov - the secret is the same. (10) Why so dynamic

Tolstoy's stories (11) It's all about ______________.

(12) Verbs are the most ___________________ part of _______.

(13) It is no coincidence that there are so few borrowings among them: usually

a name is borrowed - a concept, and by action and feeling it

filled in the native language.

Questions to the text

1) What is this text talking about?

1) about conjugation of verbs 2) about the origin of verbs

3) about the use of verbs in speech 4) about the spelling of verbs

2. What common feature, according to the author of the text, is characteristic of Russian writers - A. Pushkin, A. Chekhov, A. Tolstoy?

actively use verbs in their works
in their works there are many obsolete words - archaisms
use live speech
their works are dedicated to the most important historical events

3. In which sentence can you find out what value

in the past had the word verb Specify the number of this proposal.

4. Insert the missing words into the text.

5. Specify the number of the offer, which can be confirmed

the difference between the verb and the words of other parts of speech, gives examples.

Own support - cheat sheet

Verb spelling

1 ref. - e, -y (-y)

2 ref. - and, -a (-i)

- be = What...th? - tsya = What…t?

W b+(sya)

3. Primary perception and assimilation of a new theoretical educational material

Surprise!
Press conference
catch the mistake
delayed answer
Key Terms
Good bad
multimedia presentation
Working with Internet resources

Draw the mood
Herringbone
Tree of creativity
Ladder "My state"
Choose the correct statement
Continue the phrase
Final reflection questions that are asked by the teacher at the end of the lesson
Arrows or graphs
plate
cinquain

What is the topic of today's lesson?
What is the purpose of the lesson?
What was the most important thing in the lesson?
Why did we make a cluster in the lesson?
What will we focus on in the next lesson?

5. Homework.

The unusualness of the ordinary
freedom of choice
Attempt at writing

HOMEWORK

Create a Christmas postcard

Write a Christmas poem

Make a presentation about Christmas

Insert the missing letters:

F.I. Tyutchev

spring waters

Even in p .. lyab .. snow is pouring,

And the waters are already in .. sleepy noise -

B..gut and shine..t, and they say ...

They say in all k..ntsy:

“In .. sleep is coming, in .. sleep is coming!

We are young in .. dreams Mr.. ntsy,

She sent us ahead!”

Spring is coming, spring is coming!

And quiet, warm May days

Blush..th, bright..r..water

Crowds .. weight .. lo behind her.

Sort the verbs into columns of the table

verbs of movement, action

Sounding verbs

Verbs of color

State verbs

1. Formulate 5 questions on the topic "Morphological features of the verb"

2. Repeat the spelling of prefixes PRE- and PRI-. Do exercise number 391:

Make up phrases (optional):

1: "verb with pre-+ noun",

2: "verb with at-+ adverb "

(verb is the main word).

6. Lesson constructor

Lesson stages

Organizing time

Methodological techniques

Knowledge update

Fantastic Supplement

Intellectual warm-up

elements

theatricalization

Assimilation of new material

Fantastic Supplement

Anchoring

Starting the lesson with an epigraph to the lesson

Own support - cheat sheet

Control

Press conference

delayed answer

Questions to the text

Reflection

"Corrector"

training game

Basket of ideas

"Yes-no"

Get the error!

Ladder "My state"

Your examples

Homework

Chain poll

Get the error!

Programmable Polling

Key Terms

Array specification

Intersection of themes

Draw the mood

Tree of creativity

Regular test

Good bad

Game of chance

Three levels of homework

Selective control

catch the mistake

Continue the phrase

unusual

ordinary

Herringbone

Blitz - control

Attempt at writing

cinquain

Individual task

The difference between reception and method in pedagogy. Pedagogical techniques What is a technique in pedagogy definition

Methods, techniques and forms of education

Methods, techniques, teaching aids Classification of teaching methods

Signs of the learning process

Teaching methods and techniques

Teaching methods

Theoretical basis

learning techniques

Working with a book

What is needed to use the techniques and methods

Material means of education

Functions

Reception "zigzag"

Reception "collector"

Reception "intellectual ring"

Reception "Running associations"

Conclusion

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"Techniques of pedagogical technique Digitayeva I. A. ."