General characteristics of teaching methods. Verbal methods. Cheat sheets on pedagogy - characteristics of verbal teaching methods Verbal methods in elementary school

Teaching methods are the most important tool in the hands of a teacher to guide the process of teaching natural history. Consequently, there is a need to reveal their essence and pedagogical effectiveness. Let us dwell briefly on the characteristics of groups and types of teaching methods used in teaching natural science in primary school.

Verbal methods.

In the process of teaching natural science, an important source of knowledge is the spoken or printed word. It is often illustrated with various visual aids. The activity of the teacher here is that he conveys himself or organizes the transmission of information in words. The student's activity consists of listening to the word.

The word is the oldest, and once the only way to influence students. But, starting from the time of A. Ya. Komensky, the role of the word in the educational process was gradually limited, which is very important for natural science subjects. In fact, verbal and book teaching alone cannot give correct, complete ideas about natural objects and phenomena, without which the process of conscious assimilation of theory is impossible.

This approach to teaching practically does not allow students to achieve their development goals, but the role of nature in this development is invaluable. And yet, the learning process does not proceed without the use of verbal methods. Living and printed words continue to remain in important ways impact on students.

Lecture It is not used in the process of teaching primary natural history, so we will not dwell on its characteristics.

Story - This is a consistent descriptive presentation of educational material. The story is used in cases where it is necessary to convey new information that is not based either on the life experience of students, or on previously studied, or on observations. Thus, the teacher uses the story method to communicate the reasons for the differences. indoor plants from wild plants in our conditions; differences in nature in remote geographical areas. This method is used when there is a need to create an image through verbal description and convey to the class the content of personal observations and experiences.

The story must meet certain requirements. First of all, it should not be long. According to our observations, a story in natural history lessons should not exceed 5-7 minutes by the end of primary school. This duration of the story should increase gradually, starting from one minute in grades I-II. It is also very important that the teacher’s speech is clear, accessible, lively, and imaginative. Imagery is especially necessary when using a story as a verbal visual aid.

In the story, the teacher must carefully monitor the use of scientific terminology, avoid everydayisms, a variety of facts and terms, and, if necessary, use visual aids. In his story, the teacher can include stories from students, small excerpts from popular science and scientific literature, and be sure to establish connections with what has been studied.

The positive aspects of the story are that the student receives a fairly large amount of information in a short period of time and assimilates the educational material more or less holistically. This method develops memory, as well as such an important personality quality as the ability to listen to a story or lecture. At the same time, this is a method of formal transmission of information that students must accept in finished form, on faith. It poorly develops children's creative thinking.

Conversation - a teaching method with which the teacher, by purposefully asking questions, mobilizes the knowledge and practical experience of students, leading them to new knowledge.

The main structural component of a conversation is a question. Questions should be based on students’ existing knowledge and experience and help children discover new knowledge. The conversation should include different types questions. First of all, questions that require the reproduction of factual information from observations, life experience, from previously studied, etc. Such knowledge consists mainly of ideas or initial concepts. Therefore, most often questions are used here with the words: “Who is this?”, “What is this?”, “Which one?”, “What does it do?” and so on.

Another group of questions should direct children’s activities to comprehend (analysis and synthesis) factual information. Questions and tasks for comparison, classification, clarification of causes and relationships, and generalization are appropriate here. The third group of questions forces students to practice knowledge. A variety of training exercises are appropriate here. The main part of the tasks in the workbooks is also aimed at practicing knowledge. At the end of the conversation, a conclusion is drawn, which will constitute new knowledge.

The conversation can be built inductively and deductively. According to the laws of induction, it is built by studying several similar objects, when in conclusion a general conclusion is drawn. The same type of conversation is used at the beginning of studying a topic. Concluding conversations on a topic or lesson are most often constructed deductively. In this version, the source material is a general position that is familiar to students. They first formulate this position, then confirm and develop the latter with additional facts. At the end of any conversation, a conclusion is drawn, which in an inductive conversation will constitute new knowledge, and in a deductive conversation, updated knowledge.

The value of this method is that the teacher has the opportunity to receive feedback about the cognitive level and level of development of a large group of students in a relatively short time; the conversation activates the students’ activities, forms communication skills, self-control and self-esteem skills by comparing knowledge levels theirs and their classmates. However, this method fragments students’ knowledge, complicates their generalization and the possibility of a holistic perception of educational material, and does not teach students to transmit scientific knowledge in a coherent form.

Explanation- a consistent presentation of educational material, having the nature of proof, reasoning with the formulation of a conclusion. A type of explanation is instruction in carrying out observations, experiments, practical work, and various types of independent work, including with a notebook, textbook, and visual aids. Instruction may be given in writing or orally. Examples of written instructions include assignments in the textbook for practical and laboratory work, instruction cards, and assignments on the board.

The explanation method has its advantages, because it contributes to the formation of educational skills, practical skills, and develops thinking and attention. At the same time, he requires

the student experiences great tension of attention and thought, since in him each subsequent position follows from the previous one and is connected with it. Therefore, even a small omission of an explanation deprives the student of perceiving it as a whole, and therefore of doing the work consistently and efficiently.

Visual methods.

The use of visual methods in teaching is closely related to the implementation of the principle of visibility. However, these concepts are not identical. Visualization as a teaching principle is implemented using any methods. The function of the method of visualization is fulfilled when it becomes the main source of knowledge, methods of practical action, and developing and educating influence on the student. The student, working with visualization, independently analyzes it, reasons and comes to some of his own conclusions; we will prove this difference with an example.

Visual aids are widely used with verbal methods. The teacher talks or conducts a conversation about any plants, animals, processes occurring in nature, etc., and for greater specificity, he reinforces the word with a demonstration of visual aids. Here, visual aids are not the main source of information, material for independent conclusions, but only reinforce and concretize the word, which remains the main way of pedagogical influence on the student. In this case, independent cognitive activity students is limited.

Visual aids in visual methods are a source of independent reasoning, generalizations, and conclusions.

This problem is solved in stages:

The presence of the object of study itself in nature or in the image;

Determining the type of activity of the child with a given object through a system of targeted tasks that can be given orally, written on the board or cards, indicated in the textbook, etc. Questions and tasks should be formulated in such a way and offered to the class in a sequence that will ensure as detailed, comprehensive and consistent research as possible into the objects or phenomena being demonstrated;

The presence of a certain duration of the stage of independent research and its presentation in the form of conclusions;

Discussion of particular conclusions and formulation of a generalized result. At this stage, it is useful to refer to the manuals you have already studied to clarify some details.

Thus, the word in visual methods plays a different role than in verbal ones: here, with the help of the word, the teacher guides the students’ activities in analyzing visual aids, and the word acts as a form of expression of conclusions, generalizations, i.e. information obtained during the use of visual aids methods.

The use of visual methods has its positive and negative sides. It is valuable that the use of these methods sufficiently increases the activity of students and their independent cognitive activity. Visualization makes it possible to eliminate verbalism in the teaching of natural history, creates good conditions to practice knowledge. The developmental impact of visual methods on the student is also great: they develop empirical thinking, without which the development of theoretical thinking is impossible, they improve speech, observation, self-esteem and self-control skills, creative imagination, academic work skills, etc.

The difficulties in using visual methods are associated, first of all, with the availability of the objects for study and auxiliary equipment. Providing the educational process with natural visual aids is difficult due to the presence of serious environmental problems. The production of visual aids requires additional material costs.

Schools often use homemade visual aids, but they, as a rule, do not comply with GOST standards, they are difficult to unify, but this does not mean they are rejected. In addition, the use of homemade visual aids requires the teacher and students to have certain skills and working habits, and compliance with safety regulations. The results of the educational process are achieved over a longer period of time than when using verbal methods. Children experience certain difficulties in verbal expressions.

Visual methods can be used both when learning new material and when consolidating it. When learning new material, they are a way of forming new knowledge, and when consolidating it, they are a way of practicing knowledge.

Exploring nature with demonstrations of natural objects allows you to form fairly complete and reliable ideas about the object being studied, facilitates the formation of ideas about objects and natural phenomena that, for various reasons, cannot be studied in nature itself, creates opportunities for direct contacts of the child with living nature.

An important condition for the success of using this method is to ensure the perception of an object or phenomenon by all students and as many senses as possible. To achieve this goal, objects are placed on special stands, a special background and lighting are created, and auxiliary equipment is used, for example, projection equipment. Small objects can be carried around the classroom for display. Moving objects, such as small and medium-sized animals, are placed in cages and transparent containers (glass or plastic jars, test tubes, aquariums, terrariums).

It is useful to combine the study of natural visual aids with visual clarity, with work based on the text of the textbook. The first of these conditions allows the child to see a given object in relationship with its environment, obtain additional information about habits, ways of manifesting some life processes, etc. The second is to find the necessary terms, compose formulations and etc.

For example, in a lesson on the topic “Plants and Animals of the Field”, with the help of a herbarium, children study the morphological features of weeds. And the “Field” table and the corresponding figure in the textbook make it possible to understand the negative impact of weeds on cultivated plants: weeds grow among cultivated plants, shade the latter, take part (often significant) of water and mineral nutrients from the soil, and therefore reduce harvest of the main crop.

Application of the method image demonstrations natural objects and phenomena is of great importance in the study of natural history. It also allows you to form children’s ideas about objects and natural phenomena. This is especially important in cases where a natural object cannot be presented to children in real life due to its size, environmental considerations, or other reasons. The value of this method also lies in the fact that it makes it possible to study natural objects in their environment, in relationships with this environment.

Using visual aids, you can study processes occurring in nature. At the same time, the use of this method does not always allow the formation of accurate, correct ideas about the objects and phenomena being studied. Some details are often missed in the images, for example, in the diagram of the development of a plant from a seed, significant periods of the natural course of plant development are missed. In some cases, it is impossible to convey the exact dimensions of objects, for example, to depict large animals in their natural size; depict the entire object, for example natural areas, natural landscapes, etc.

Therefore, in visual visual aids it is necessary to use additional techniques in order to achieve the maximum possible degree of formation of accurate, complete knowledge. Thus, the idea of ​​the natural sizes of objects depicted in some visual aid can be strengthened by comparing it with objects familiar to children. Knowledge about natural areas, landscapes, etc. can be formed by combining several visual aids.

For example, in order to form a more or less holistic idea of ​​the peculiarities of the nature of the tundra, children are given a landscape image of the tundra, which allows them to form a general idea of ​​it, and to make it more specific, images of individual objects of the tundra: plants, animals, life and work of people etc. It is useful to combine static and dynamic visual aids, demonstrations of visual aids with drawings on the board and in notebooks, with short notes.

As in the case of studying nature using natural visual aids, when demonstrating visual visual aids, it is important to ensure that they are perceived by all students in the class and by as many senses as possible. Obviously, the largest role in this method belongs to vision, but it is also possible to involve hearing, for example, when demonstrating sound recordings, films and videos. In the application of this method, auxiliary means also play a significant role: stands, fixtures, additional lighting, technical training aids, etc.

Method of studying nature using demonstrations of experiments is used in cases where an object or phenomenon needs to be studied under conditions that are artificially changed or some artificial element is introduced into them.

This method is of great importance in teaching primary natural science, as it clearly allows you to study an object or phenomenon, which is difficult or even impossible under natural conditions. For example, under natural conditions it is difficult to observe the entire process of the water cycle. Experience allows you to see it in a fairly short period of time. Another example. In nature, plant propagation by roots (root shoots) is quite common.

It is almost impossible to see this process in natural conditions. The latter is successfully solved in a specially designed experiment. The best material To successfully complete this experiment, raspberry root cuttings are used. Demonstration of experiments has a positive effect on the development of research skills. At the same time, experience requires more from the teacher than when using verbal methods, preparatory work, knowledge and ability to comply with safe work rules.

Experiments can be short-term, carried out in one lesson, but they can also be long-term. In the above examples of experiments, one of them is short-term, the other is long-term. In the first case, the conclusion, new knowledge is formed in the same lesson. In the second case, either the result of a pre-established experiment is demonstrated in the lesson, or the experience is only being laid in this lesson.

This means that in long-term experiments, a conclusion, new knowledge is formed after a certain period of time. Sometimes, in order to obtain more complete, reliable information, experiments are carried out in several versions. For example, to make sure that to propagate potatoes it is necessary to take parts of a tuber with eyes, you need to plant parts of a tuber with and without eyes. Moreover, parts of the tuber can be in one version with several eyes, in another - with one.

As with the two previous visual methods, the successful use of the method of demonstrating experiments will be facilitated by a clear definition of the content and system of the child’s activity at all stages: the presence of an object for study (in this case, the presence of a setup for experiment), tasks for study , independent work and the stage of discussion of conclusions. It is useful to combine experiments with graphic work on the board and in notebooks. Sometimes, in order to clarify some details, to more fully understand the essence of a phenomenon, repetitions of the experience as a whole or its individual fragments are possible.

So, in all visual methods, visibility acts as an independent source of knowledge. These methods are widely combined with verbal teaching methods, but the word here plays an auxiliary role.

Practical methods.

In the history of the formation and development of elementary natural science, these methods were developed and began to be used later than verbal and visual ones. The use of visual methods in teaching was a step forward compared to purely verbal ones. But ongoing research has increasingly convinced us that when visual methods are used, the child remains largely a passive contemplator, while he is characterized by active activity. Therefore, methods are needed that would turn students into activists, researchers, creators, and workers. This is how practical methods emerged. When using them, objects, phenomena, and instruments are transferred into the hands of the students themselves for their independent research.

Practical teaching methods are of great importance in the educational process, since they make it possible to implement to the greatest extent the important principles of didactics - an active approach and the humanization of the learning process. The child turns from an object of learning into a subject own activities, which is most consistent with its nature. In addition, it is the child’s subjective position that is a characteristic feature of developmental education.

Practical methods develop interest in learning, shape children’s creative abilities, activate the theoretical and practical cognitive activity of students, developing their thinking, practical skills, and academic skills. The role of practical methods is great in ensuring the first - empirical and third - practice of knowledge at the stage of formation and development of natural history concepts.

However, a number of issues make it difficult to use these methods. They require not one or two visual aids, but entire sets of handouts. Often work with the latter is accompanied by the use of auxiliary equipment, which also must be available in accordance with the number of dispensing kits. Special devices are required to store all this material. The use of practical methods requires the teacher to organize the lesson in a special way, since guiding students’ independent practical work is quite difficult. The process of obtaining the final learning results takes longer than when using verbal and visual methods.

In teaching practice, practical methods are implemented in stages.

1. Students receive a subject to study. Unlike visual methods, the subject to be studied is transferred directly to the student. Different students may have different, although the same type of subjects.

2. Tasks that determine the type of activity of students with the acquired objects. Unlike visual methods, where all students receive the same tasks, in practical methods a certain individualization of tasks, and therefore the activities of children, is possible. The latter, to a certain extent, can be determined by children themselves through independent drawing up of an activity plan.

3. Independent research work. Here it is more varied, complex and lengthy than when using the first two groups of methods.

4. Discussion of conclusions. With practical methods, compared to visual ones, children’s points of view are often more diverse, even contradictory, so discussions are frequent. Consequently, here the discussion is more active and often requires additional study of objects. The latter necessitates a return to the stage of independent research.

5. Formulation of conclusions.

At Aquilev's. Methodology Forms of organizing student activities in which practical methods are most often used are excursions, subject lessons, and within the lesson there are individual practical and laboratory work and games. In particular, games can be frontal, group and individual. Among practical methods, their characteristic types are distinguished.

Method, recognition And identifying signs. The action of this method is based on the analysis of external morphological and partially anatomical features of objects and phenomena. The method is used when working with handouts, when there is a need to create a description of objects, phenomena, highlight their characteristics, determine the place of a given object, phenomenon in a system of similar ones. The use of the method of recognition and determination of signs is usually combined with the use of instruction. The instructions may be written on the board, handed out on cards, or taken as instructions for a task from a textbook.

An example of the application of the method of recognition and determination of characteristics can be the study of the external structure of a plant during practical work. Specimens of plants with well-defined parts are distributed to students’ tables. In this case, different students or different groups of them may be offered different plants for study.

Another example. When developing the ability to read a map, practical work is organized. Here, the method of recognizing and identifying features allows you to develop the ability to recognize geographic objects using conventional signs, and gain knowledge about the distribution of these objects on Earth. This method is used in studying the design of a thermometer, the properties of water, soil, minerals, etc. This method is widely used on excursions and in the process of making independent observations.

The most widely used practical method in the process of studying natural history is the method observations. Considering the special importance of this method at the initial stage of natural science education, we include its characteristics in a separate paragraph (see pp. 135-140).

Experiment, or experience, As a teaching method, it is used in cases where it is not possible to study an object or phenomenon under normal conditions, but the artificial creation of special conditions is required. The experiment is also used when some artificial element is introduced into the natural process. For example, no matter how much we examine the soil, we will not find air in it. To detect the latter in the soil, it must be immersed in water. The water will displace the air in the soil, which will bubble through the water. This way, students are convinced that there is air in the soil.

Another example. To make sure that plants can propagate by cuttings, it is not necessary to conduct long-term observations in nature and wait for this to happen in it. You can specially separate a cutting from a plant and plant it for rooting in a specially created environment. I.P. Pavlov wrote that observation collects what nature offers, and experiment allows us to take what we want. This method is implemented in experiments. It requires special equipment. In its content, an experiment is richer than observation; it provides more convincing data on identifying the essence of a phenomenon, cause-and-effect relationships, and, consequently, on elucidating natural scientific laws.

The experiment can be short-term or long-term. A long-term experiment goes beyond the scope of the lesson and is completed or, conversely, started outside of class time. Short-term experiences are completed in a short period of time and usually do not extend beyond the scope of the lesson. The first of the above experiments is short-term, the second is long-term. Other short-term experiments include experiments to study some properties of water (transparency, fluidity, the ability of water to dissolve certain substances, etc.), soil (presence of water, mineral salts in the soil), changes in the height of the liquid column in a thermometer when changing ambient temperature, etc.

Examples of other long-term experiments are the study of the conditions of water freezing, its evaporation, the development of a plant from a seed, etc. These experiments can be introduced in a lesson, then their result is demonstrated after some time, which requires a preliminary repetition of the material already covered. The experiment can be planned in advance in such a way that its result coincides with the moment of studying the relevant material. In this case, children perform the experiment “blindly”. His realization comes later.

A special place is occupied by experiments conducted at the training and experimental site. They are usually long-lasting and often occupy the entire growing season. In such experiments there must be control and experience. A plant or animal is placed in them under the same conditions except for one, the test subject. For example, in an experiment it is necessary to study the effect of seed placement depth on the emergence of plant seedlings.

To conduct this experiment, two plots of equal size, soil fertility, and illumination are allocated. The seeds of one plant, for example, beans, are taken and sown on both plots at the same time. In the future, the plants are equally cared for. The difference is only in one thing: on the control plot, bean seeds are planted at a normal depth, and on the experimental plot, either shallower or deeper, depending on what specific goal is set in the experiment.

During any experiment, it is very important to conduct careful observations, perform the necessary measurements, calculations, it is useful to keep appropriate records in special notebooks separately for control and experience, placing them in parallel columns of a single table. This makes it easier to compare results and generalize them. Let us give examples of other similar experiments. In connection with the study of material about the development of a plant from a seed, it is possible to carry out an experiment to study the influence of seed sowing density on appearance plants or their harvest.

On the topic “Plants and Animals of the Garden,” you can conduct an experiment to study the effect of pinching the tips of raspberry shoots in the first year of life on the berry yield. The result of this experiment will be obtained only next year. An interesting and quite accessible experiment for children is to study the effect of joint planting of potatoes and legumes (beans, beans) on the spread of the Colorado potato beetle.

As we can see, the effect of the experimental method is based on students conducting research work, which is similar to the research work of a scientist. This similarity lies in general direction logical process. Both the scientist and the student observe objects and phenomena in natural, modified conditions, compare data with each other, give an explanation of what is happening, and draw general conclusions. These conclusions in both cases are discoveries. Only the discoveries of scientists are truly discoveries that enrich science. Students' discoveries are discoveries for themselves.

As a rule, in science these discoveries have already been made. It is also clear that the child’s research process, in comparison with the scientific one, is shortened, simplified, many details, intermediate searches, and erroneous trials are omitted from it. And finally, a scientist most often carries out his research independently, sets his own goals, and develops a methodology. The student does this work much less independently. His research is guided by a teacher, focusing on educational goals.

Experimentation as a teaching method is of great importance in the educational process. Along with other practical methods, it provides empirical level cognition, but, unlike other methods, causes more active mental activity. It develops students' research skills, their creativity, independence, self-control, determination, etc. The negative aspects of this method are that its implementation often involves the use of additional equipment, compliance with certain norms and rules, the process of obtaining new knowledge slowed down to a much greater extent than when using other methods.

In the educational process in natural science subjects, the method is widely used modeling. Its name comes from the word “model”, the definition of which is ambiguous. So cyberneticist N.M. Amosov defines a model as a system in which the relationships between elements reflect another system. Philosopher V.A. Shtoff understands a model as a mentally represented or materially realized system that, by displaying or reproducing an object of study, is capable of replacing it in such a way that its study gives us new information about this object.

Models are material (material) and ideal (mental-visual, mentally constructed). Material models include a globe, a model of a thermometer, a flower, a heart, etc. Among the ideal models, figurative and symbolic models are distinguished. These models are created mentally based on an analysis of reality. In order to preserve them and make them available to others, they are transferred to paper, a board, a computer, etc. in the form of signs, drawings, diagrams, tables, diagrams, etc.

An example of iconic models are conventional signs for indicating weather, environmental signs, conventional signs for plans and maps, etc. Figurative models are built from sensory-visual elements. These are, for example, diagrams of the water cycle in nature, the development of a plant from a seed, the chain of connections between individual components of nature, various kinds of instructional drawings (rules for caring for indoor plants, making a filter, etc.).

However, one should not confuse a model as a visual aid and modeling as a teaching method. If a ready-made model, a pre-drawn diagram is brought to the lesson, then here we are dealing with the model as a visual aid. Modeling performs the function of a method when a child, based on an image created in his head, creates a model himself and in the process of activity receives information about the modeled object or phenomenon.

Thus, in the practice of teaching primary science, children can model during practical work from sand, clay, plasticine and other materials using paints of surface shapes, various types of reservoirs, fragments of communities; In notebooks, students themselves create (draw) models of the directions of the sides of the horizon, models of terrain or paths of movement in the form of a plan, diagrams of the development of a plant from a seed, the water cycle in nature, the formation of a spring, etc.

What is the importance of modeling in the educational process? Why is it necessary to take its model instead of the object or phenomenon itself? Some of the objects being studied, and even more so natural phenomena, cannot be brought into the classroom for study. This is easy to verify if you analyze the models listed above. A model gives a more complete picture of an object or phenomenon than a table. In fact, the table gives a planar image, while most models give a three-dimensional image.

When modeling, an object is created in which the studied aspects of the original can be studied much more easily than with direct observation. Modeling shortens the process of studying some long-term processes. Thus, it is not at all necessary to observe the entire process of development of a plant from a seed, which can last throughout the entire growing season. It is enough to select its individual stages and, having created a model diagram, obtain the corresponding knowledge. A similar thing can be said about the water cycle in nature.

The next significant positive side of modeling is that this method, like other practical methods, excludes the formal transfer of knowledge to students; the study of an object or phenomenon occurs during the active practical and mental activity of the child. After all, every model represents a unity of the sensory, visual and logical, concrete and abstract. It is obvious that the use of the modeling method develops the child’s thinking and creativity. It is also important that during the cognitive process, different analyzers work with the help of modeling, which contributes to the development of the sensory sphere of children.

At the same time, models are built on the principle of effective simplifications. In this case, the model reflects the object or phenomenon in a generalized form, omitting some details and details and, on the contrary, enhancing the essential aspects. Therefore, they may have some differences from the original. Thus, the student does not seem to receive any additional information. However, most often this information does not have a significant impact negative influence on knowledge about a given object, phenomenon.

For example, knowledge that the development of a plant from seed to seed is a sequential process will not be of less quality if the student follows individual stages and does not record the appearance of, for example, each new leaf. But this is the great value of the model, since it allows one to provide knowledge by excluding numerous elements that are similar to each other. Disadvantages include the need to have materials, certain equipment, and to know and follow hygiene rules. Younger schoolchildren still have weak practical skills, which can affect the quality of the created model and its aesthetics.

Combination of teaching methods.

In teaching practice, different methods are rarely used in their pure form. As a rule, they are used in various combinations. It is difficult to imagine the use of visual and practical methods without words. On the other hand, purely verbal teaching can form predominantly formal knowledge and modeled actions, which negatively affects the development of the child’s personality.

Another important point about the need to combine methods is that they are able to neutralize the negative aspects of each other and enhance the positive ones. In fact, the weak clarity of verbal methods is compensated by the use of visual and practical methods. The slow process of acquiring knowledge, which takes place when using visual and, especially, practical methods, can be accelerated by verbal methods.

The success of learning with these methods depends on the student’s ability to understand the content of the material in verbal presentation.

Verbal teaching methods require the teacher to have logical consistency and evidence in explanation, reliability of the material, imagery and emotionality of presentation, literary correct, clear speech. Verbal teaching methods include primarily such types of oral presentation of knowledge by the teacher as a story, conversation, school lecture. In the first years of the Soviet school, verbal teaching methods were viewed negatively, unreasonably considering them as a relic of the past. Subsequently, starting from the 30s, verbal methods, on the contrary, began to be overestimated, learning acquired a verbal, verbal character, as a result of which a certain separation of learning from life was observed.

Modern didactics attaches great importance to verbal teaching methods, while at the same time distinguishing the inadmissibility of their isolation from other methods and exaggeration of their meaning. The word of a wise and respected mentor, which meets the most important pedagogical requirements, not only plays the role of a true beacon of knowledge for students, but also has an indelible emotional impact on them, has enormous educational significance, and is an important means of shaping the scientific worldview, behavior, and positive personality traits of a comprehensively developed person .

Various types of verbal presentation of material by the teacher must satisfy the following basic pedagogical requirements:

• 1. Scientific and ideological orientation, consisting in a strictly scientific approach to the selection of material and assessment of its ideological and political significance.
• 2. Logical consistency and evidence, which is ensured by the systematic nature of knowledge and its awareness.
• 3. Clarity, precision and intelligibility, facilitating the solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions.
• 4. Imagery, emotionality and correctness of the teacher’s speech, facilitating the process of perception and comprehension of the material being studied, arousing interest and attracting the attention of students, acting not only on the mind, but also on their feelings.
• 5. Taking into account the age characteristics of students, providing for the gradual complication of the teacher’s oral presentation of material at successive stages of learning and strengthening the abstract thinking of students.

With all types of oral presentation of knowledge, one should strive to combine them with other methods (using demonstrations, illustrations, exercises, etc. during the presentation) and ensure maximum activity of students (by first familiarizing them with the topic, briefly disclosing the purpose and plan of presentation, posing during the presentation, the problematic nature of the presentation, posing during the presentation of questions that force the students’ thoughts to work). The pace and tone of the teacher’s presentation of the material is of great importance. Too fast a pace makes it difficult to perceive and understand what is heard; at a very slow pace, the interest and attention of students is lost; too loud and too quiet, monotonous presentation also does not give good results. Sometimes a funny joke, a sharp word, or an apt comparison are very appropriate.

Verbal teaching methods include story, lecture, conversation.

A story is a monologue presentation of educational material used for the consistent presentation of knowledge. This method is widely used in elementary grades when presenting descriptive material in which facts, images, events, ideas, and concepts predominate. The leading function of this method is teaching. Related functions are developmental, educational, incentive and control and correction.

There are several types of stories based on their goals:

Story-introduction, story-narration, story-conclusion. The purpose of the first is to prepare students for learning new material, the second serves to present the intended content, and the third concludes the training segment.

The effectiveness of this method depends mainly on the teacher's storytelling ability, as well as on the extent to which the words and expressions used by the teacher are understandable to the students and appropriate to their developmental level. Therefore, the content of the story should be based on the students’ existing experience, while simultaneously expanding it and enriching it with new elements.

The story serves as a model for students to construct a coherent, logical, persuasive speech, and teaches them to correctly express their thoughts. When preparing for a story in class, the teacher outlines a plan, selects required material, as well as methodological techniques that contribute to the maximum achievement of the goal in the existing conditions. During the story, the main thing is highlighted and emphasized. The story should be short (10 minutes), flexible, and take place against a long emotional background.

In the process of preparing and conducting a story, experienced teachers are guided by the following didactic requirements:

• - take into account the characteristics of children of primary school age. They have poorly developed voluntary attention and targeted analysis of perceived facts and events. They are quickly distracted, get tired and cannot listen to the teacher’s story for a long time;
• - clearly define the topic and objectives of the story, attract children’s interest and attention to the topic. Namely, attention is the door through which everything that enters the human soul from the outside world passes;
• - provide for familiarization with new material at the beginning of the lesson, when the children are still alert and not tired;
• - ensure the scientific nature and reliability of the material presented;
• - concentrate on nurturing socially significant, core qualities of the child’s personality, evaluate events, actions, facts, express one’s own opinion, express one’s feelings and relationships;
• - introduce children to the outline of the content of the story, present the material in a strict system, logically;
• - highlight leading provisions, ideas, socially significant concepts, and concentrate children’s attention on them;
• - select bright, typical facts, interesting and convincing examples necessary for generalization, rely on children’s specific ideas;
• - present the material in a way that is accessible to students, emotionally, expressively, and in an entertaining way;
• - present at a slow pace the difficult part of the educational material, when you need to formulate a conclusion, definition, rule: avoid using words like: how to say, means, this is the same, etc.
• - activate children’s attention by incorporating heuristic techniques, posing and solving problematic issues;
• - combine presentations with reading passages, fragments of texts from a textbook or study guide;
• - ensure that children record rules, definitions, dates, facts, and the most important provisions;
• - accompany the presentation with illustrations, demonstrations, etc.;
• - repeat the most significant, important provisions and conclusions.

As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is distinguished by greater capacity than a story, greater complexity of logical constructions, concentration of mental images, evidence and generalizations. A lecture usually takes up the entire lesson or session, while a story takes up only part of it.

The lecture uses techniques for oral presentation of information: maintaining attention for a long time, activating the thinking of listeners; techniques that ensure logical memorization: persuasion, argumentation, evidence, classification, systematization, generalization, etc. Lectures are given mainly in senior secondary schools. To conduct a lecture effectively, you need to clearly think through its plan, strive to present the material logically and consistently, adhering to all points of the plan, making summaries and conclusions after each of them, not forgetting about semantic connections when moving to the next section. It is equally important to ensure accessibility, clarity of presentation, explain terms, select examples and illustrations, and use a variety of visual aids.

Conversation is a very common way of teaching that can be used at any stage of the lesson for various educational purposes: when checking homework and independent work, explaining new material, consolidating and repeating summarizing training session, when answering student questions. The conversation is carried out in cases where there are grounds for conversation, that is, students have some information and knowledge about the material being studied. The conversation allows you to connect the educational material with the child’s personal experience. During the conversation, students reproduce the necessary knowledge and connect it with the communicated educational material. The teacher gives good feedback. Based on the student’s questions and answers, he sees what the child understands and what he does not understand. Therefore, during the conversation, he can make adjustments, change the depth and volume of the material, and provide additional information. The conversation is carried out in any class, but it is of primary importance in primary education. Initial scientific knowledge is based on the child’s ideas and personal experience. It is most convenient for reproducing and forming in the minds of a primary school student ideas that are the basis for mastering new material in a lesson in the primary grades. It begins with a conversation, which aims to connect the new with the material studied, with what the children know.

In teaching, two types of conversation are mainly used: catechetical and heuristic. In primary education, catechetical conversation is used primarily in testing and assessing students’ knowledge, consolidating, and also in analyzing texts read.

Heuristic conversation is usually carried out with the aim of communicating new knowledge. Questions and expected answers are posed in such a way that they lead the student’s thoughts to new positions and conclusions. Students have the subjective impression that they are making discoveries themselves. Currently, this type of conversation is widely used in problem-based learning.

The success of the conversation depends on the skillful formulation of a series of questions and knowledge of the students' expected answers. The teacher’s questions must be clearly stated, without unnecessary explanatory words. The question should not be repeated in different formulations. It is necessary to change the wording of the question based on the students’ answers if it is discovered that the children do not sufficiently understand the content of the question or are not active enough. It is not recommended to give leading, prompting, or explanatory questions to obtain quick answers. This type of questioning can be used in teaching to organize a certain path in the student’s reasoning. Questions should include a certain logical form of thought: a transition from the general to the particular, from individual and specific facts to general provisions, comparison, analysis, synthesis, generalization, abstraction and other thinking operations.

Students need to be taught to give complete answers, especially in the elementary grades. Formulation under the guidance of a teacher of clear answers that are understandable in content and form of presentation is one of the important means of developing students’ logical thinking. In the elementary grades, it is important to teach the child to express the entire content of the thought in the answer. The teacher’s task, in any form of response, is to obtain information from students on asked question and understand whether he is thinking correctly. The student's answer may not completely coincide with the content of his thought. Sometimes the student does not understand the educational material deeply and cannot formulate an answer; in other cases, he does not know how to correctly formulate an answer verbally, although he understands the educational material. And of course, there are times when a student, especially a junior student, thinks little about the essence of the concepts and provisions being studied, but tries to guess what answer is needed to the question asked. The advantage of conversation as a teaching method is that in each answer the teacher receives information about the student’s knowledge. Additional questions clarify the student’s train of thought and thereby gain good opportunities to manage the students’ cognitive activity.

Verbal, visual and practical methods of organizing extracurricular activities for primary schoolchildren.

The organization of extracurricular activities for children in any school has always been and remains a very important area of ​​activity for teachers. Activities with children, in addition to lessons, communication with them in a more or less free environment are essential, and often decisive, for their development and upbringing.

However, you need to know how to organize such work. I will tell you about this using the example of my extracurricular activity program “Skillful Hands”.

When teaching children, it is very important to convey to the students’ consciousness all the necessary material. This requires modern methods. With their help, you can arouse students’ interest and help children acquire the necessary knowledge, skills and abilities.

Teaching methods - these are ways of joint activity between teachers and students aimed at solving learning problems.

Methods that are based on the way I organize my classes:

• verbal (oral presentation, conversation, story, lecture, etc.);
• visual (display of materials, illustrations, observation, demonstration (performance) by a teacher, work based on a model, etc.);
• practical (performing work according to instruction cards, diagrams, etc.)

As the experience of scientific educational psychologists shows, along with other teaching methods, in the practice of school work, attention is paid to the verbal method of teaching.

Verbal methods occupy a leading place in the system of teaching methods. There were periods when they were almost the only way to transfer knowledge. Progressive teachers - Ya.A. Komensky, K.D. Ushinsky and others - opposed the absolutization of their meaning, argued for the need to supplement them with visual and practical methods.

Verbal teaching methods- this is the most common group of teaching methods, used in all school subjects and serving all levels and forms of education.

The source of knowledge here is the “word,” oral (live, heard on radio and television, recorded on magnetic tape, video cassette and on the Internet, pronounced by the students themselves) and printed.The word stimulatesactive activity of the second signal system of students ensures high culture auditory perceptions (listening) and thinking (thinking), requires the skills of analysis and synthesis, concretization and opposition, judgment and inference, develops reading skills, oral and written speech. With the help of words, a teacher can evoke in the minds of children vivid pictures of the past, present and future of humanity. The word activates the imagination, memory, and feelings of students.

Verbal methods make it possible to convey a large amount of information in the shortest possible time, pose problems to students and indicate ways to solve them.

The group of verbal methods includes the following types: story, school lecture (students listening to public speeches, recordings on magnetic tape and video tape, on radio and television, etc.), conversation, explanation, instruction, working with a book, cognitive verbal games.

Story - this is a presentation of the issue based on vivid, figurative factual material.

The teacher, as it were, “draws” living images of reality with words. However, the story also contains elements of generalizations. Its duration is usually from 10-20 minutes.

The story is written by the teacher. Its content is not limited to the textbook. It usually includes examples taken from life, excerpts from literary texts, rhetorical questions and exclamations, and an appeal to the audience.

The story requires the teacher to be highly emotional and colorful, with facial expressions and gestures. This gives it a special power to influence listeners.

The story is divided into:

• artistic and literary;
• descriptive;
• narrative (about the life and work of scientists, writers, etc.);
• story-memory;
• retelling what you read;
• a story about what was heard and seen;

• fantasy story.

For example, imaginary trips and excursions:

• in history to places of historical events, to museums, to ancient monuments, to the past and future of humanity;
• by geography to different cities and countries, around the earth along the equator or meridian;
• in literature to the homeland of the writer or hero; in biology to the bottom of the sea, into the distant past, etc.

Mental excursions and journeys give the story a romantic flavor, which appeals to students.

Explanation. Explanation is understood as the interpretation of concepts, laws, rules with the widespread use of calculations, observations and experiments. Logical reasoning and evidence play an important role in this.

The explanation can be scientific, business, analytical, evidence-based technical. It requires economical, precise formulations and reasoned conclusions.

Explanation is closely related to clarification, clarification, decoding, and interpretation of concepts.

Here, compared to retelling, direct verification of the progress of concept formation among schoolchildren and reference to what was previously learned is of greater importance.

Briefing - this is an explanation of the progress of upcoming work, methods of completing tasks, a warning about possible safety errors in technology lessons or during laboratory work in physics, chemistry, biology, etc. Instruction differs from explanation in being more practical, specific and concise.

In the process of teaching technology, drawing and drawing, instruction is combined with demonstration of techniques for performing work, and often gives way to it. However, this also occurs when organizing laboratory work.

Instruction may be:introductory (introductory), current and final.

Current instruction can be frontal and individual. It is closely related to the explanation, explanation and demonstration of techniques for performing actions.

As a rule, instruction accompanies practical exercises, excursions and other forms of training.

Often written instructions are used (tasks, instruction cards, etc.).

Lecture - most complex look presentation of educational material based on one or two leading ideas or problems.

A lecture differs from a story and an explanation in the depth and breadth of its coverage, as well as its duration.

It is most often used in humanities lessons when reviewing events and situations.

The lecture includes a report on scientific and life facts, history of the issue, logical proofs and conclusions, quotes and excerpts from documents.

It deeply and comprehensively reveals the objective laws of reality and leads students to ideological conclusions.

The positions put forward in the lecture are deeply substantiated by factual material, statistical and scientific data.

The duration of the lecture is 30-40 minutes. and are used, as a rule, in high school, because it includes a large volume of educational material and requires sustained voluntary attention, developed thinking, i.e., designed for a trained listener.

Typically, the lecture is supported by students’ independent work on the recommended literature.

There are: introductory, current, final (summarizing, systematizing) and review lectures.

The most difficult to perceive and comprehend are lectures of a summing nature, deepening and systematizing previously acquired knowledge.

The lecture usually includes description, comparison, explanation and decoding of terms and new vocabulary, consideration of facts and their generalization, communication of systematic knowledge, polemics, and citing primary sources. The oral presentation of knowledge in a lecture allows the teacher to provide an ideological orientation to teaching, awakens the thoughts and feelings of students, which introduces a high emotional-volitional spirit into educational work, fosters curiosity, evokes an impulse to action, and also serves as an example of correct speech, reasoning and well-founded conclusions.

But the teacher’s word cannot be universalized.

It is the teacher’s responsibility to use technical audio-video tools and various other methodological techniques during the lecture to activate students’ attention and thinking. This includes: clearly stating the main question, communicating the lecture plan, dividing the material into logical parts, repetition, working on terms, recording the mentioned dates and names on the board.

A brief recording of the lecture is required.

Conversation - question-and-answer method of teaching, which combines the words of the teacher and students, presupposes that the latter have certain knowledge.

Used in all grades, from 1st to 11th. However, the content and nature of the conversations becomes more complicated.

Depending on the didactic objectives, they distinguish: introductory, repeated, final, consolidating, accounting conversations.

• the introductory conversation is aimed at identifying students’ existing knowledge on the topic;
• repeated conversation - to reproduce what has been covered;
• consolidating - to strengthen knowledge;
• accounting - for testing and assessing knowledge;
• the final one is to summarize and generalize the material being studied.

The conversation can be heuristic and reproductive in nature.

In the first case, the teacher’s questions are aimed at provoking active mental activity in schoolchildren and encouraging them to independently solve the problem.

The reproducing conversation is aimed at obtaining answers containing the formulations memorized by the students (chronological dates). It is in the nature of repetition of knowledge.

Students' preparation for a conversation is ensured by preliminary observation of certain phenomena, reading recommended sources, and reviewing material according to a plan given by the teacher.

When conducting a conversation, the teacher, through a logical system of questions, leads students from one level of reasoning to another.

This orderly conversation, directed by the teacher, exchanges information and thoughts of students, as a result of which knowledge is enriched, new concepts are formed and conclusions are formulated.

The value of the conversation lies in the collective mental activity of students. The whole class, every student, takes part in it. Questions are raised not only by the teacher, but also by the students.

The high educational and educational effect of the conversation is ensured primarily by the content and nature of the questions: interrogative and prompting, leading and polemical, analyzing and generalizing, etc.

The effect of the conversation also largely depends on the teacher’s ability to correctly and variedly formulate questions, determine their logical sequence, and address them to students, taking into account their individual characteristics.

A conversation in the nature of reasoning in high school often results in a discussion (a struggle of opinions, a principled dispute).

Method of working with a book- among other methods it occupies an important place (dictionaries, reference books, magazines), where the source of knowledge is the printed word.

Psychologically, working with the printed word is based on students’ ideas, imagination, and thinking. Outside the lesson, she is not constrained by pace and deadlines, develops cognitive interests and inclinations, improves the aesthetic tastes and spiritual needs of students.

Work with the book is carried out at all levels of education.

Techniques for working with the book depend on the age of the students:

In the lower grades, students learn to understand and memorize text, group what they have previously learned around what they read, and evaluate it from a practical point of view.

In middle and high school they acquire the ability to read expressively, analyze and record what they read, and use dictionaries and reference books. Reading is used as a means of acquiring new knowledge.

Cognitive and verbal games- riddles, quizzes, charades, puzzles, crosswords, situational games, guessing games, etc. - enhance the fun of learning, develop ingenuity and resourcefulness, foster curiosity and interest in the topic and subject. Used in primary and secondary classes.

They take 2-3 minutes in a lesson and are carried out when a break or relaxation is needed, making it easier to perceive complex material. Students themselves can be involved in the search and compilation of entertaining material.

This increases their activity in learning.

Verbal methods are used in teaching all academic subjects. They are leading in the study of the humanities. Underestimation of oral presentation in the lessons of labor, drawing, painting and music gives the teacher’s activities a mechanical and sometimes automatic character, and limits the possibilities for the development of technical thinking and creative abilities of schoolchildren.

Verbal teaching methods place great demands on the speech of the teacher and students. It must be cultural and literate, concise and imaginative, clear and understandable; voice is loud enough

Visual teaching methods- these are teaching methods in which the assimilation of educational material during the learning process depends on the use of visual aids and technical means.

Visual teaching methods must be used in elementary school classes. This rule follows from the psychological characteristics of the attention of a primary school student.

These methods contribute to the development of memory, thinking, and imagination. However, the role of attention should not be denied. As you know, attention is a function that serves all mental processes. Without attention, it is impossible to carry out any conscious activity, no thought arises. Consequently, without attention it is impossible to build a normal learning process. That’s why it’s so important to learn how to manage students’ attention.

Younger schoolchildren have little attention span and are prone to frequent distractions. In this regard, from the first lessons it is necessary to “cultivate” attention.

Visual teaching methods include observation, illustration and demonstration. Thanks to observation It is possible to arouse students’ interest in the life around them and teach them to analyze natural and social phenomena, as well as teach them to concentrate on the main thing and highlight special features. Thanks to demonstrations Students’ attention is directed to the significant, and not accidentally discovered, external characteristics of the objects, phenomena, and processes under consideration. Illustration used especially well when explaining new material. Then the teacher should illustrate his story on the blackboard with chalk. The drawing explains the teacher’s words, and the story makes the content of what is depicted on the board clear.

Practical methods.In classes, students, along with polytechnic knowledge, master general labor polytechnic skills: designing a labor product, planning the labor process, equipping a workplace, carrying out marking, processing, measuring, assembly, installation, finishing operations, and conducting self-control. Skill is knowledge applied in practice. Skill is understood as the student’s conscious performance of given actions with the choice of the correct work methods. Knowledge may not be brought to the level of skills. For example, a student may know how to cut paper with a knife, but not be able to perform this operation. Therefore, to transform knowledge into skills, it is necessary to conduct additional instructions and training exercises. In the process of learning skills, the child perceives the experience of others, for example, the experience of the teacher, but the main role here belongs to the personal experience of the student.

When teaching skills, labor operations are usually divided into smaller elements - labor techniques and actions. At the first stage of training, each work action is carried out by the student at a slow pace with careful thought through each element performed. Meaningful and mastered work actions are gradually combined into work techniques, which, in turn, require further comprehension and improvement in the process of special exercises. Work techniques are gradually combined into operations, and then into work skills. Usually skills are considered as the initial stage of a skill, which is understood as the child’s automated activity. However, the most complex skills may include elements of practiced skills. Thus, skills and abilities are in a dialectical unity; they complement and condition each other. However, ability always differs from skill in that it is constantly associated with the conscious, non-automatic performance of labor actions. When developing skills, a lot of associations (connections) are created in the cerebral cortex between sensory, analytical, motor and other areas of nerve cells. In the elementary grades, the teacher usually does not set a goal to bring mastery of labor operations to the level of automated skills, with the exception of the simplest actions of handling graphic information and mastering the simplest techniques for working with tools. Therefore, during labor training lessons, the teacher focuses on developing labor skills in children.

Slide captions:

Verbal, visual and practical methods of organizing extracurricular activities for primary schoolchildren. Primary school teacher at GBOU gymnasium No. 402 St. Petersburg, Kolpinsky district, Yulia Eduardovna Garkusha

“The methods used in educational activities should arouse the child’s interest in understanding the world around him, and the educational institution should become a school of joy. The joys of knowledge, creativity, communication." V.A. Sukhomlinsky

The concept and essence of teaching methods. The term “method” comes from the Greek word, which means the path, the way of moving towards the truth, towards the expected result. Teaching methods are ways of joint activity between teacher and students aimed at solving learning problems, i.e. didactic tasks.

Classification of teaching methods. verbal methods (the source of knowledge is the spoken or printed word); visual methods (the source of knowledge is observed objects, phenomena, visual aids); practical methods (students gain knowledge and develop skills by performing practical actions).

Verbal teaching methods. Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book

Visual teaching methods. Method of illustrations and method of demonstrations. The illustration method involves showing students illustrative aids, posters, tables, paintings, maps, sketches on the board, flat models, etc. The demonstration method is usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.

Conditions effective application visibility: the visualization used must be appropriate for the age of the students; visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson; observation should be organized in such a way that all students can clearly see the object being demonstrated; it is necessary to clearly highlight the main, essential things when showing illustrations; think through in detail the explanations given during the demonstration of phenomena; the demonstrated clarity must be precisely consistent with the content of the material; involve the students themselves in finding the desired information in a visual aid or demonstration device.

Practical teaching methods. exercises (oral, written, graphic, educational and labor) laboratory works practical work

Teaching methods must correspond to: the objectives of the lesson; the nature and content of educational material; the level of students' knowledge of learning; material support for the lesson; personal qualities of the teacher, his preparedness for the level of methodological skill; individual characteristics, capabilities and preparedness of students; time budget.

Classification of teaching methods depending on the nature of students’ cognitive activity. explanatory and illustrative, reproductive, problem presentation, partially search, research.

The choice of teaching methods depends. from the general goals of education, training, upbringing and development of students; on the characteristics of the content and methods of a given science and the subject or topic being studied; on the specific teaching methods academic discipline; on the purpose, objectives and content of the material of a particular lesson; on the time allocated for studying this or that material; on the age characteristics of students, the level of their real cognitive capabilities; on the level of preparedness of students; from material equipment educational institution, availability of equipment, visual aids, technical means; on the capabilities and characteristics of the teacher, the level of theoretical and practical preparedness, methodological skills, and his personal qualities.

LITERATURE USED: Aleksyuk A. N. The problem of teaching methods in secondary schools. M., 1979. Dzyuba M.T. Developing the importance of conversation as an educational method. Abstract, A., 1973. Maslov S.I. Development of creative abilities of junior schoolchildren in labor training lessons. Elementary School. No. 8, 1989.p.74 Problems of teaching methods in modern secondary schools / Ed. Yu.K. Babansky, I.D. Zverev, E.I. Monoszon. M., 1980. Sabirov T.S. Observation as a method of educational work at school. Antonov V.G. Extracurricular activities // Methodologist - 2011. - No. 9. -22 s. Grigoriev, D. M. Extracurricular activities of schoolchildren // D. M. Grigoriev, P. V. Stepanov. – M.: Education, 2010. 87 p. http://reftrend.ru/1178206.html

The problem of teaching methods and their classification in modern psychological and pedagogical literature. Verbal teaching methods and their use in the educational process. Experimental pedagogical work in labor training lessons using verbal methods.

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MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

ALMATY STATE UNIVERSITY NAMED AFTER ABAY

FEATURES OF USING VORAL METHODS OF TEACHING IN JUNIOR SCHOOL CHILDREN (BASED ON THE MATERIAL OF LABOR TRAINING)

4th year student

Psychological and pedagogical

faculty, department of PMNO

Mustafaeva Asima Alikhanovna

Scientific supervisors:

Satkanov O.S. - Professor, Ph.D.

Aitpaeva A.K. - Acting Associate Professor, Ph.D.

ALMATY 2007

Introduction

Chapter II. Experimental pedagogical work in labor training lessons using verbal methods in grade 3 (using the example of working with paper and cardboard)

II.2 Description and analysis of the results of experimental pedagogical work

References

INTRODUCTION

Relevance. In the education system, a special place is occupied by the initial stage of education, in which the foundation of future knowledge is laid. The transition to market relations, which has led to fundamental changes in society, requires a new approach to the educational functions of a comprehensive school and, naturally, improvement of the educational process.

The problem of teaching methods is one of the most important in pedagogical science and in the practice of school teaching, since educational methods are the main tools with which the teacher equips students with the basics of science, develops their cognitive abilities, ensures personal development, and forms a scientific worldview.

The choice and nature of the use of one or another method determines whether educational work for children will be joyful and interesting or burdensome, performed only to serve their conscription. These features of teaching methods were very subtly noticed by A.V. Lunacharsky. He wrote: ... It depends on the teaching methods whether it will arouse boredom in the child, whether the teaching will slide across the surface of the child’s brain, leaving almost no trace on it, or, on the contrary, this teaching will be perceived joyfully, as part of a child’s game, as part of a child’s life will merge with the child’s psyche, becoming his flesh and blood. It depends on the teaching method whether the class will look at classes as hard labor and oppose them with their childish liveliness, in the form of pranks and tricks, or whether this class will be welded together by unity interesting work and are imbued with noble friendship for their leader. 33.4

Strengthening the connection between learning and life, with productive work brings to the fore the issue of strengthening the educational impact of teaching methods, about the connection, about the unity of educational and educational work. And this again requires the improvement of well-known teaching methods and the development of new, more rational ones.

Such prominent scientists as N.K. Krupskaya, A.S. Makarenko, A.V. Lunacharsky, S.L. Rubinstein dealt with the issues of labor training and education of school students.

As the experience of scientific educational psychologists shows, along with other teaching methods, in the practice of school work, attention is paid to the verbal method of teaching.

The verbal method is one of the leading types of educational activity for children in all subjects of primary education; it is widely used in teaching at senior levels of school. The verbal method takes its rightful place and is even included in general classification teaching methods.

Due to the relevance of this problem, the goal of the study was determined - to find optimal ways to use verbal teaching methods in elementary school.

The object is the process of teaching primary schoolchildren.

Subject - the use of verbal teaching methods in labor lessons in primary school.

1. Reveal the essence of the concept of teaching methods, consider different approaches to their classifications and the conditions for their use.

2. Reveal the methodology for using verbal teaching methods in labor lessons in 3rd grade when working with paper and cardboard.

Research methods:

Analysis of scientific and pedagogical literature;

Study and generalization (of the experience of teachers working in primary classes), i.e., experimental pedagogical work;

Program analysis;

carrying out experimental and pedagogical work.

Research base:

Secondary school No. 92. 3, a class.

Work structure

The thesis consists of an introduction, two chapters, a conclusion, and a list of references.

In the theoretical chapter, the theoretical background of the problem of verbal teaching methods, the basics of the problem of teaching methods in primary school are discussed. Based on the analysis of theoretical literature, the essence of the pedagogical features of the use of verbal teaching methods in primary school was revealed.

In experimental pedagogical work, work was carried out using verbal teaching methods in labor lessons. An analysis of the results of experimental and pedagogical issues is described.

In conclusion, conclusions are given on the work done and recommendations on the use of verbal teaching methods in labor lessons, working with paper and cardboard.

Chapter I. Theoretical basis problems of verbal teaching methods

I.1 The problem of teaching methods and their classification in modern psychological and pedagogical literature

The effectiveness and fruitfulness of learning depends on the methods. Methods determine the creativity of the teacher, the effectiveness of his work, the assimilation of educational material and the formation of the student’s personality traits.

Realization of tasks of mental, moral, labor, aesthetic and physical development younger schoolchildren, especially six-year-old children, depend on teaching methods.

In general education and vocational schools, the greatest importance is attached to the improvement of teaching methods. New structure school education, the development of new content for textbooks, manuals, strengthening the ideological and labor training of students, the introduction of modern computing technology and computers into the educational process, preparing each student to choose a profession, industrial practice at basic enterprises, the beginning of schooling from the age of six require a radical revision teaching methods.

Method (from the Greek metodos) means the path of knowledge; theory, teaching. Teaching methods depend on understanding general patterns a person’s knowledge of the surrounding world, that is, they have a philosophical methodological justification and are a consequence of a correct understanding of the inconsistency of the learning process, its essence and principles.

In the Philosophical Encyclopedia, the method is defined as a form of practical and theoretical mastery of reality, based on the patterns of movement of the object being studied. This profound position determines the methodological approach and the initial theoretical foundations to the problem of teaching methods. The content of the training is recorded in the training material. It is the content of knowledge, abilities, and skills in curricula, textbooks, and manuals that determine the degree of education, culture of students, and labor training.

The teaching method is a form of theoretical and practical mastery of educational material based on the objectives of education, upbringing and personal development of students.

The teacher acts as an intermediary between the knowledge recorded in the experience of mankind and the consciousness of a child who does not have this knowledge.

The teacher offers a path of knowledge that the student must follow in order to assimilate certain aspects of the experience of mankind. But the teacher does not simply transmit knowledge, like an electronic computer, but organizes certain ways, methods, and techniques for mastering educational material.

A teaching method is a method of activity aimed at communicating educational material and mastering it by children. This is one side of defining teaching methods. In pedagogy, this side is spoken of as methods of teaching. However, the cognitive activity of students is complex and dialectically contradictory. The teacher’s methods of cognitive activity do not automatically determine the nature of the students’ mental activity. The path of knowledge that the teacher offers creates certain trends and conditions for adequate cognitive activity of students.

The ways children learn educational material are not identical to the ways they are taught. Therefore, teaching is also characterized by the ways of students’ cognitive activity, which depend and are determined by the methods of teaching, but are different from them. In this sense, we can talk about ways of teaching. This is the second side of defining teaching methods. Therefore, teaching methods in pedagogy are always spoken of as the methods of the teacher’s work and the methods of cognitive activity of students, methods that are aimed at fulfilling educational tasks.

The methodology, wrote N.K. Krupskaya, is organically connected with the goals that the school faces. If the goal of the school is to educate obedient slaves of capital and the methodology will be appropriate, and science will be used to educate obedient performers who think as little independently as possible... if the goal of the school is to educate conscious builders of socialism and the methodology will be completely different: all the achievements of science will be used to teach how to think independently, act collectively, developing maximum initiative, initiative 28,556.

Teaching methods depend on the goals and content of education. Teaching methods have a psychological basis. Age-related opportunities for knowledge acquisition and personality development have a significant impact on teaching and learning methods. A deep understanding of students’ mental activity and personality traits allows us to find more effective ways training.

Teaching methods also depend on the anatomical, physiological, and biological characteristics of the developing organism. In the process of organizing the cognitive activity of students, it is necessary to take into account their age-related biological development, on which many components of learning depend: performance, fatigue, state of creativity, physical health, hygienic conditions at school.

Teaching methods must have a deep theoretical basis and stem from pedagogical theory. However, outside of practical use, outside of practice, teaching methods lose meaning. Practical orientation is a necessary essential side of teaching methods. They provide a direct connection between pedagogical theory and practice. The deeper and more scientific the theory, the more effective the teaching methods. The less the theory is expressed in pedagogical concepts, the less dependent the teaching methods are on this theory.

Teaching methods are significantly influenced by established traditions of teaching and learning. Pedagogical science summarizes the best practices of schools and teachers, reveals the scientific foundations of traditional teaching, and helps the creative search for modern, more effective methods.

A method in itself can be neither good nor bad. The basis of the educational process is not the methods themselves, but their system. “No pedagogical means, even a generally accepted one, such as suggestion, explanation, conversation, and social influence, can always be considered absolutely useful. The most good remedy in some cases will necessarily be the worst" 33.117

The teaching method must be clear and specific. Then the teacher will see which tasks can be set and solved with this teaching method and which cannot be completed. The scientific nature of the teaching method also means the clarity and certainty of students’ thoughts: the goal, means, methods, the main and secondary results of evidence and reasoning in the process of mastering the material.

The systematic nature of teaching methods determines the measure of their effectiveness. A single method of studying educational material, even if it is very appropriate for a given lesson, outside the system may not have a noticeable impact on the development of students. For example, observation of real natural phenomena will be productive when it is a necessary link in the system of teaching methods with the help of which the corresponding topic is studied.

An obvious requirement for teaching methods is their accessibility. The learning path should be clear and acceptable to the student, and the methods of studying educational material should correspond to age-related abilities to acquire knowledge.

Methods of acquiring knowledge will be at the same time both easy and difficult: easy from the point of view of the operations of thinking and methods of reasoning that are familiar and understandable to the child; difficult from the point of view of the content of educational material and the formation of new methods of logical proof. One of the requirements is the effectiveness of the teaching method. Any method of explanation by the teacher and assimilation of knowledge by students must give the planned or intended result.

The combination of theoretical and practical is a necessary requirement of training. One cannot proceed one-sidedly from either theory or practice; recommending certain ways of teaching schoolchildren. Theoretical justification must have a practical orientation. Practical recommendations, advice, provisions must be theoretically justified.

The main thing in teaching methods is the implementation of educational, educational and developmental functions of training.

The pedagogical content of the teaching method is to impart and maintain dialectical unity to all components and aspects included in the structure of the method. The method, in essence, becomes pedagogical when the place, meaning and possibilities of each of the components of the implementation of educational, educational and developmental functions of teaching are determined. The interrelation of the essence, principles and methods of teaching ensures such unity.

In the structure of teaching methods, techniques are distinguished.

A technique is a detail of the method, individual operations of thinking, moments in the processes of acquiring knowledge, in the formation of skills. The technique does not have an independent educational task, but is subordinate to the task that is performed by this method. The same teaching techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques. The method includes techniques, but are not a set of teaching techniques. The teaching method is always subordinated to a specific goal, fulfills the assigned educational task, leads to the assimilation of certain content, and leads to the planned result.

In the pedagogical environment, the opinion has rightly been established that the educational process is characterized by a two-sided nature. In the educational process, a distinction is made between the leadership activity of the teacher and the cognitive activity of the student.

The teacher needs to think about the psychological basis of some generally accepted forms of teaching. The teacher has a variety of methods at his disposal, each method can be used differently: the structure of any method includes extensive sets of techniques.

“Psychological” features are inherent in each educational method. Any cognitive method has its own “psychological structure”. The method of presentation is characterized by high activity of representation, imagination, thinking, but is accompanied by inhibition of the functions of speech and rhetoric.

At school, the method of “oral presentation by the teacher” is given paramount importance. And the teacher usually considers this method “easy.” Insufficiently trained teachers often prefer to use it instead of both conversation and observation. But in reality, the method of presentation turns out to be very “difficult”, since in order for students, from the words of the teacher, to receive completely meaningful, orderly and lasting knowledge, the art of presentation must be at a great height.

When presenting, the teacher has to take care not only about the accuracy and brightness of the images and representations with which he enriches students, not only about the semantic impeccability of generalizing concepts, not only about the emotional expressiveness and artistic decoration of speech, but also make special efforts to maintain attention, use various techniques to facilitate students' reasoning process.

The success of all pedagogical techniques depends on the characteristics of children’s mental reactions to educational influences. And it is “positive” reactions that lead to the most favorable results. Psychologist S. L. Rubinstein in his book, Fundamentals general psychology writes that the structure of the learning process includes initial familiarization with the material or its perception in the broad sense of the word, its comprehension, special work to consolidate it and, finally, mastery of the material, in the sense of the ability to operate with it in various conditions, applying it in practice52. 506.

S. L. Rubinstein clearly forms this role, the internal conditions through which all external influences. ,External causes always act only indirectly through internal conditions. Associated with this understanding of determinism is the true meaning that personality acquires as an integral set of internal conditions for the patterns of mental processes. Our main psychological premise was the belief that it is possible to activate the student’s energy during learning by relying, along with mental activity, on his feelings, on the aspirations of the will, combining mental work with motor actions. For these purposes, the planned practical activities needed to be associated with forms of work that cause emotional uplift, with the personal initiative of students, with independence in work, with various methods of collective action.

There is a wide variety of teaching methods. Classification of teaching methods: I.Ya. Lerner and M.N. Skatkina, D.O. Lordkipanidze, M.I. Makhmutova, E.Ya. Golant, E.I. Perovsky, famous in the history of pedagogical thought and surviving to this day. Modern conditions for improving teaching, increasing the complexity of educational knowledge, increasing their volume and depth give rise to ever new forms and methods of teaching. The classification groups methods based on certain logical aspects, components, and learning objectives.

The basis for the classification of teaching methods proposed by I.Ya. Lerner and M.N. Skatkin is an internal characteristic of students’ mental activity. They proposed the following system of teaching methods:

1. Explanatory and illustrative, or reproductive, method.

It is used in cases where students acquire knowledge received from a teacher, from a book or other sources in ready-made form. This method is of great importance at the initial stage of studying a particular topic.

2. The problem-based method is used in cases where students are given ready-made knowledge; in this case, the educational material is grouped and arranged in such a way that a problem is posed to the students. To solve it, the teacher, using a system of evidence, shows the logical path and means, i.e. as if it reveals the path along which the study of the issue should go. This method can be widely used when delivering problem-based lectures in universities.

3. Partial search method. It is used in cases where students themselves become familiar with the factual material of a topic or part of it from various sources and, through the completion of appropriate tasks, are led to a possible analysis of facts and their connections, the construction of part of a search plan and independent conclusions.

4. The research method is used in cases where students, in accordance with the problem posed to them, study the literature of the issue, known facts, build a research plan, preliminary put forward a hypothesis, conduct research and formulate a solution to the problem.

The Georgian teacher D.O. Lordkipanidze proposed a classification of teaching methods according to the sources from which students draw knowledge and acquire skills. This classification is based on the recognition of the unity of image, word and practical activities in cognition, in particular in learning.

Classification of teaching methods by source of knowledge:

But even this classification of methods does not reveal their inner essence, since it does not reflect the activities of students in the process of using these sources, and also does not show the mental processes that are associated with this activity. However, being relatively simple and convenient for practical use, this classification is most widely used in modern pedagogical literature.

The most common classification in pedagogy at present is E.Ya. Golant, E.I. Perovsky, which divides all teaching methods into three groups: verbal, visual and practical. The basis for this division is the nature of educational cognitive activity from the point of view of the primary source of knowledge acquisition. If the main source of educational information in the process of teacher explanation and children’s assimilation of knowledge is the word without relying on visual aids and practical work, then all such teaching methods become similar, despite different educational subjects and topics. A group of methods appears that are called verbal. These include story, conversation, explanation, independent study of the topic from educational books, special texts, tape recordings and educational television and radio programs.

The visual group includes teaching methods using visual aids. The nature of visual aids significantly influences the understanding of educational material and determines the content and structure of the student’s thoughts. Visual methods cannot be isolated from verbal teaching methods, because every visual aid is explained, analyzed, and is a source of additional or basic information on the issue being studied. Therefore, visual methods include conversation, description, story, explanation, and independent study, but with the help of visual aids. Greater reliance on sensory images, on the student’s sensations and perceptions when using visual aids creates a unique structure of the student’s cognitive activity. The child thinks figuratively, concretely, and this creates a good basis for the formation of abstractions and understanding of the theoretical positions being studied.

Practical teaching methods include methods associated with the process of developing and improving skills in schoolchildren. Obviously, every learning method involves practice. However, the term “practical methods” suggests that the basis of students’ activities in the lesson is the implementation of practical tasks. These methods include written and oral exercises, practical and laboratory work, and some types of independent work.

The classification, which examines four aspects of methods: logical-substantive, source, procedural and organizational management, was developed by S.G. Shapovalenko.

With a holistic approach, it is necessary to distinguish three large groups of teaching methods:

methods of organizing and implementing educational and cognitive activities;

methods of stimulation and motivation of educational and cognitive activity;

methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.

The simplest classification of teaching methods, called binary, was developed by Makhmutov according to the methods of the teacher and the methods of the student.

The first group includes teaching methods: story, conversation, description, explanation by the teacher, etc., in which the leading role belongs to the teacher. The student’s tasks boil down to following the logic of the teacher’s reasoning, understanding the presented content, remembering and subsequently being able to reproduce the studied material. The closer the student’s thought is to the teacher’s reasoning system is the determining factor. Students' opportunities for independent reasoning and thinking are limited. The main task of students is to listen to the teacher and understand him.

The second group includes learning methods: exercises, independent, laboratory, practical and test papers. The nature of the student’s cognitive activity determines the effectiveness of the proposed method. The role of the teacher comes down to skillful management of schoolchildren’s learning: selection of materials, organization of training sessions, analysis of completed tasks and control. The success of learning ultimately depends on how the student thought, how he performed tasks, how much independence and activity he showed, and how much he used theoretical principles in the process of solving practical tasks. The main thing is the cognitive activity of the student, and the role of the teacher is to skillfully organize this activity.

Each of those groups of methods reflects the interaction between teachers and students. Each of the main groups of methods, in turn, can be divided into subgroups and the individual methods included in them. Since the organization and the process of carrying out educational and cognitive activities involve the transmission, perception, comprehension, memorization of educational information and the practical application of the knowledge and skills obtained in this process, the first group of teaching methods must include methods of verbal transmission and auditory perception of information (verbal methods: story , lecture, conversation, etc.); methods of visual transmission and visual perception of educational information (visual methods: illustration, demonstration, etc.); methods of transmitting educational information through practical, labor actions and tactile, kinesthetic perception of it (practical methods: exercises, laboratory experiments, labor actions, etc.).

Methods of organizing and implementing educational and cognitive activities according to Yu.K. Babansky.

Verbal methods, visual and practical methods (aspect of transmission and perception of educational information)

Inductive and deductive methods (logical aspect)

Reproductive and problem-search methods (aspect of thinking)

Methods of independent work and work under the guidance of a teacher (aspect of learning management)

Methods of stimulating and motivating educational and cognitive activity, based on two large groups of motives, can be divided into methods of stimulating and motivating interest in learning and methods of stimulating and motivating duty and responsibility in learning.

Methods of control and self-control during the learning process can be divided into their constituent subgroups, based on the main sources of feedback during the educational process - oral, written and laboratory - practical.

The proposed classification of teaching methods is relatively holistic because it takes into account all the basic structural elements activity (its organization, stimulation and control). It holistically presents such aspects of cognitive activity as perception, comprehension and practical application, taking into account all the main functions and aspects of methods identified by pedagogical science at that time. But this classification does not simply mechanically connect the known approaches, but considers them in interrelation and unity, subject to optimal combination. Finally, the proposed approach to the classification of methods does not exclude the possibility of supplementing it with private methods that arise in the course of improving teaching in a modern school.

Thus, the development of this problem has attracted the attention of many scientists and educational psychologists.

A number of classifications have been developed: I.Ya. Lerner, and M.N. Skatkina, D.O. Lordkipanidze, M.I. Makhmutova, E.Ya. Golant and E.I. Perovsky, who showed that in modern conditions of improving teaching, complicating educational knowledge, increasing its volume and depth, it gives rise to ever new forms and methods of teaching children.

The teaching method is a form of theoretical and practical mastery of educational material based on the objectives of education, upbringing and personal development of students. This profound position determines the methodological approach and the initial theoretical foundations to the problem of teaching methods.

I.2 Verbal teaching methods and their use in the educational process of primary school

The success of learning with these methods depends on the student’s ability to understand the content of the material in verbal presentation.

Verbal teaching methods require the teacher to have logical consistency and evidence in explanation, reliability of the material, imagery and emotionality of presentation, literary correct, clear speech. Verbal teaching methods include primarily such types of oral presentation of knowledge by the teacher as a story, conversation, school lecture. In the first years of the Soviet school, verbal teaching methods were viewed negatively, unreasonably considering them as a relic of the past. Subsequently, starting from the 30s, verbal methods, on the contrary, began to be overestimated, learning acquired a verbal, verbal character, as a result of which a certain separation of learning from life was observed.

Modern didactics attaches great importance to the verbal method of teaching, while at the same time distinguishing the inadmissibility of their isolation from other methods and exaggeration of their meaning. The word of a wise and respected mentor, which meets the most important pedagogical requirements, not only plays the role of a true beacon of knowledge for students, but also has an indelible emotional impact on them, has enormous educational significance, and is an important means of shaping the scientific worldview, behavior, and positive personality traits of a comprehensively developed person .

Various types of verbal presentation of material by the teacher must satisfy the following basic pedagogical requirements:

1. Scientific and ideological orientation, consisting in a strictly scientific approach to the selection of material and assessment of its ideological and political significance.

2. Logical consistency and evidence, which is ensured by the systematic nature of knowledge and its awareness.

3. Clarity, precision and intelligibility, facilitating the solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions.

4. Imagery, emotionality and correctness of the teacher’s speech, facilitating the process of perception and comprehension of the material being studied, arousing interest and attracting the attention of students, acting not only on the mind, but also on their feelings.

5. Taking into account the age characteristics of students, providing for the gradual complication of the teacher’s oral presentation of material at successive stages of learning and strengthening the abstract thinking of students.

With all types of oral presentation of knowledge, one should strive to combine them with other methods (using demonstrations, illustrations, exercises, etc. during the presentation) and ensure maximum activity of students (by first familiarizing them with the topic, briefly disclosing the purpose and plan of presentation, posing during the presentation, the problematic nature of the presentation, posing during the presentation of questions that force the students’ thoughts to work). The pace and tone of the teacher’s presentation of the material is of great importance. Too fast a pace makes it difficult to perceive and understand what is heard; at a very slow pace, the interest and attention of students is lost; Excessively loud and too quiet, monotonous presentation also does not give good results. Sometimes a funny joke, a sharp word, or an apt comparison are very appropriate.

Verbal teaching methods include story, lecture, conversation.

A story is a monologue presentation of educational material used for the consistent presentation of knowledge. This method is widely used in elementary grades when presenting descriptive material in which facts, images, events, ideas, and concepts predominate. The leading function of this method is teaching. Related functions are developmental, educational, incentive and control and correction.

There are several types of stories based on their goals:

Story-introduction, story-narration, story-conclusion. The purpose of the first is to prepare students for learning new material, the second serves to present the intended content, and the third concludes the training segment.

The effectiveness of this method depends mainly on the teacher's storytelling ability, as well as on the extent to which the words and expressions used by the teacher are understandable to the students and appropriate to their developmental level. Therefore, the content of the story should be based on the students’ existing experience, while simultaneously expanding it and enriching it with new elements.

The story serves as a model for students to construct a coherent, logical, persuasive speech, and teaches them to correctly express their thoughts. When preparing for a story in a lesson, the teacher outlines a plan, selects the necessary material, as well as methodological techniques that contribute to the maximum achievement of the goal under the existing conditions. During the story, the main thing is highlighted and emphasized. The story should be short (10 minutes), flexible, and take place against a long emotional background.

In the process of preparing and conducting a story, experienced teachers are guided by the following didactic requirements:

Take into account the characteristics of children of primary school age. They have poorly developed voluntary attention and targeted analysis of perceived facts and events. They are quickly distracted, get tired and cannot listen to the teacher’s story for a long time;

Clearly define the topic and objectives of the story, attract children’s interest and attention to the topic. Namely, attention is the door through which everything that enters a person’s soul from the outside world passes;

Provide for familiarization with new material at the beginning of the lesson, when the children are still alert and not tired;

Ensure the scientific nature and reliability of the material presented;

Concentrate on the education of socially significant, core qualities of the child’s personality, evaluate events, actions, facts, express one’s own opinion, express one’s feelings and relationships;

Introduce children to the outline of the content of the story, present the material in a strict system, logically;

Highlight leading positions, ideas, socially significant concepts, and concentrate children’s attention on them;

Select vivid, typical facts, interesting and convincing examples necessary for generalization, rely on children’s specific ideas;

Present the material in a way that is accessible to students, emotionally, expressively, and in an entertaining way;

Present at a slow pace the difficult part of the educational material, when you need to formulate a conclusion, definition, rule: avoid using words like: how to say, means, this is the same, etc.

Activate children's attention by incorporating heuristic techniques, posing and solving problematic questions;

Combine presentations with reading passages, fragments of texts from a textbook or study guide;

Ensure that children record rules, definitions, dates, facts, and the most important provisions;

The presentation should be accompanied by illustrations, demonstrations, etc.;

Repeat the most significant, important provisions and conclusions.

As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is distinguished by greater capacity than a story, greater complexity of logical constructions, concentration of mental images, evidence and generalizations. A lecture usually takes up the entire lesson or session, while a story takes up only part of it.

The lecture uses techniques for oral presentation of information: maintaining attention for a long time, activating the thinking of listeners; techniques that ensure logical memorization: persuasion, argumentation, evidence, classification, systematization, generalization, etc. Lectures are given mainly in senior secondary schools. To conduct a lecture effectively, you need to clearly think through its plan, strive to present the material logically and consistently, adhering to all points of the plan, making summaries and conclusions after each of them, not forgetting about semantic connections when moving to the next section. It is equally important to ensure accessibility, clarity of presentation, explain terms, select examples and illustrations, and use a variety of visual aids.

Conversation is a very common method of teaching that can be used at any stage of the lesson for various educational purposes: when checking homework and independent work, explaining new material, consolidating and repeating summing up the lesson, when answering student questions. The conversation is carried out in cases where there are grounds for conversation, that is, students have some information and knowledge about the material being studied. The conversation allows you to connect the educational material with the child’s personal experience. During the conversation, students reproduce the necessary knowledge and connect it with the communicated educational material. The teacher gives good feedback. Based on the student’s questions and answers, he sees what the child understands and what he does not understand. Therefore, during the conversation, he can make adjustments, change the depth and volume of the material, and provide additional information. The conversation is carried out in any class, but it is of primary importance in primary education. Initial scientific knowledge is based on the child’s ideas and personal experience. It is most convenient for reproducing and forming in the minds of a primary school student ideas that are the basis for mastering new material in a lesson in the primary grades. It begins with a conversation, which aims to connect the new with the material studied, with what the children know.

In teaching, two types of conversation are mainly used: catechetical and heuristic. In primary education, catechetical conversation is used primarily in testing and assessing students’ knowledge, consolidating, and also in analyzing texts read.

Heuristic conversation is usually carried out with the aim of communicating new knowledge. Questions and expected answers are posed in such a way that they lead the student’s thoughts to new positions and conclusions. Students have the subjective impression that they are making discoveries themselves. Currently, this type of conversation is widely used in problem-based learning.

The success of the conversation depends on the skillful formulation of a series of questions and knowledge of the students' expected answers. The teacher’s questions must be clearly stated, without unnecessary explanatory words. The question should not be repeated in different formulations. It is necessary to change the wording of the question based on the students’ answers if it is discovered that the children do not sufficiently understand the content of the question or are not active enough. It is not recommended to give leading, prompting, or explanatory questions to obtain quick answers. This type of questioning can be used in teaching to organize a certain path in the student’s reasoning. Questions must include a certain logical form of thought: a transition from the general to the particular, from individual and specific facts to general provisions, comparison, analysis, synthesis, generalization, abstraction and other thinking operations.

Students need to be taught to give complete answers, especially in the elementary grades. Formulation under the guidance of a teacher of clear answers that are understandable in content and form of presentation is one of the important means of developing students’ logical thinking. In the elementary grades, it is important to teach the child to express the entire content of the thought in the answer. The teacher’s task, in any form of answer, is to obtain information from students about the question asked and to understand whether he is thinking correctly. The student's answer may not completely coincide with the content of his thought. Sometimes the student does not understand the educational material deeply and cannot formulate an answer; in other cases, he does not know how to correctly formulate an answer verbally, although he understands the educational material. And of course, there are times when a student, especially a junior student, thinks little about the essence of the concepts and provisions being studied, but tries to guess what answer is needed to the question asked. The advantage of conversation as a teaching method is that in each answer the teacher receives information about the student’s knowledge. Additional questions clarify the student’s train of thought and thereby gain good opportunities to manage the students’ cognitive activity.

Working on a textbook.

Along with the teacher’s oral presentation of knowledge, a significant place in the learning process is occupied by students’ independent work methods to perceive and comprehend new educational material. The didactic significance of independent educational work is determined by the fact that it is based on the active cognitive activity of each student in acquiring knowledge. K.D. Ushinsky believed, for example, that only a student’s independent work creates conditions for deep mastery of knowledge. P.F. Kapterev argued that every new step in improving the school was the application of the principles of self-education to the school education of youth.

The essence of the method of working on a textbook and educational literature is that the acquisition of new knowledge is carried out independently by each student through thoughtful reading of the material being studied in the textbook and comprehension of the facts, examples and theoretical generalizations arising from them (rules, conclusions, laws, etc.) contained in it. etc.), while simultaneously with the assimilation of knowledge, students acquire the ability to work with a book. This definition gives a fairly clear idea of ​​the nature of this method and emphasizes two important interrelated aspects in it: students’ independent mastery of the material being studied and the formation of the ability to work on educational literature.

A similar approach to working with a textbook gradually penetrated into didactics and private methods. For example, in the manual, Pedagogy, edited by I.A. Kairov touched upon only some forms of using the textbook in the classroom. It said, in particular, that if the material in the textbook is particularly difficult to understand, the teacher goes over the plan of this paragraph with the students and works on individual, difficult-to-understand parts of the text. These, in fact, are all the forms of using the textbook in the classroom, as they were interpreted in pedagogy. The didactic effectiveness of students’ work on a textbook for independent acquisition of new knowledge critically depends on its correct organization. When conducting classes, the teacher is obliged in each specific case to determine how best to use the textbook in the lesson so that it stimulates the children’s thinking time and does not lead to cramming and formal memorization of the material being studied. In this regard, it is necessary to touch upon some general didactic requirements for organizing work on a textbook during class lessons.

First of all, the correct choice of material (topic) for independent study by schoolchildren in the classroom is essential. Any work with a textbook and educational literature should be preceded by a detailed introductory conversation with the teacher. During classes, the teacher needs to observe the students’ independent work and ask some of them how they understand the issues being studied. If some students are having difficulty, the teacher needs to help them.

Under no circumstances should work with the textbook take up the entire lesson. It needs to be combined with other forms and methods of teaching. So. After working with the textbook, it is imperative to check the quality of assimilation of the studied material, conduct practical exercises related to the development of skills and further deepening of students’ knowledge. Serious attention should be paid to developing in schoolchildren the ability to independently comprehend and assimilate new material from the textbook. Maintaining continuity is important in this regard. B.P. Esipov noted that in the lower grades such work begins with independent reading of short fiction stories, and then popular science articles, followed by their retelling or answers to the teacher’s questions. Similar techniques should be used initially and when students move to middle school. Then you should ensure that when working with a textbook, schoolchildren can independently identify the main issues, draw up questions, draw up a plan for what they read in the form of questions and theses, be able to argue the most important points, make extracts, use a dictionary when reading, analyze the illustrations in the book, etc. d.

The success of verbal teaching methods used in the educational process of primary school depends on the teacher’s ability to correctly construct a verbal explanation and on the student’s ability to understand the content of the material in a verbal presentation. It is impossible to allow the verbal method of teaching to be isolated from other methods and to exaggerate their meaning. This method is the core method in the educational process; all other methods are built on it.

Chapter II. Experimental pedagogical work in labor training lessons using verbal methods in grade 3 (using the example of working with paper and cardboard)

II.1 Labor lessons, their content and teaching methods

The state standard for primary education of a comprehensive school of the Republic of Kazakhstan and the curricula developed on its basis by the decision of the Board of the Ministry of Education dated 06.26.95, No. 3/2 was approved as a draft and after general discussion, recommended by the decision of the Board dated 07.18.96, No. 8 /1/5 for consistent implementation in schools starting from the 1998/99 academic year.

The standard, together with curricula and textbooks, educational and methodological complexes, is being introduced into grades 1-4 of schools in 1998.

Democratization of the entire sphere of life, including the sphere of education, in the conditions of a sovereign state is a powerful impetus for schools to emerge from a crisis state. The adoption of the Constitution of the Republic of Kazakhstan, the Law on Education is a guarantee of this.

It is advisable to accept the proposed Concept of the content of education at the primary level of a general education school as one of the tactical decisions for the direct implementation of the strategic direction of reforming the primary level of the lifelong education system.

The significance and functions of the primary school in the system of lifelong education are determined not only by its continuity with other levels of education but also, first of all, by the enduring, unique value of this stage in the formation and development of the child’s personality.

In this regard, the main function of the initial stage is the formation of intellectual, emotional, business communicative readiness of students for active interaction with the outside world.

Labor training is a mandatory condition and an integral part of the education, upbringing and development of a child at the primary level of a comprehensive school and is implemented through a variety of classroom and extracurricular activities of students.

The purpose of labor training is to develop the personality of students based on the formation of labor activity.

This goal leads to the following tasks:

Development of sensory and mental abilities, moral, aesthetic, economic and environmental education;

Formation of inclinations and interests, education of student behavior;

Formation of practical artistic processing skills in students various materials, design and modeling, handling of simple tools; development of amateur creativity, elements of technical thinking;

Purposeful and systematic formation of skills, skills of planning work actions, independent and mutual control of the assessment of one’s own and others’ work, self-service, etc.

All these goals and objectives are carried out on the basis of national tradition, arts and crafts of the Kazakh people. Having studied the above blocks, we took the following example as an example: Working with paper and cardboard.

Thus, working with paper and cardboard, where provided (20 hours), takes into account compliance with labor safety rules with the student working with a board, a pencil, a ruler, scissors, a needle, and a brush. Organization of the workplace and compliance with personal hygiene requirements; As an example, consider several fragments of the lesson.

LESSON PLAN

In 3rd grade (1-4)

Lesson topic: Working with paper and cardboard.

Application of Kazakh ornament.

Goal: Consolidation, expansion, generalization of knowledge and skills processing paper and thin cardboard; development of children's creative imagination; educating children in the ability to work in a team, personal responsibility for work in a team.

Formation of ideas about correct and safe methods of work actions

Material and colored cardboard, colored velvet paper, tools: glue, scissors, pencil, ruler, glue brush.

LESSON PLAN:

Organization of a children's group.

Repetition of what has been covered.

Lesson topic message.

Analysis of the object of labor and activity planning.

Practical activities for children.

Summarizing. Error analysis. Organization of an exhibition of children's works.

Cleaning the workplace.

DURING THE CLASSES:

Teacher: Students:

Hello guys!

Sit down!

Today, in the handcraft lesson we will be doing appliqué.

You already know that applique is a type of fine art technique that is based on overlay, gluing various parts onto a material taken as a background.

Guys, what is an applique? This is gluing various details onto some background.

Right!

Applique belongs to the widespread artistic creativity - decorative and applied arts.

Since ancient times, people have strived to make their homes and clothes not only comfortable, but also beautiful. Each nation has its own ornament. Since people lived and live in different conditions and they are surrounded by various amazing world nature. And what he sees helps a person to create his own local, national ornaments to decorate all kinds of products.

Guys, what do you think influenced the creation of the ornament among the Kazakh people, where did the Kazakhs live? In the steppes.

Right. And huge herds of animals grazed in the endless Kazakh steppes. And who knows what kind of animals Rams graze in the steppes? shadi, camels

Right! And the motive for drawing up the patterns was the branched horns of rams. And numerous herds of camels left their traces on the earth and the Kazakh people embodied the national ornament - tushtaban (camel footprint). It was used to decorate various products of folk crafts. It was used in wood carving, embroidery, and artistic processing of felt products.

Feeling the need for watering places, while leading cattle breeding, the Kazakh people created an ornament, a spring - kainar.

Kazakh ornaments contain rich colors such as red, brown, burgundy, blue, and black.

Using them and elements of the Kazakh ornament, we created our own ornament.

Today we will make an ornament from geometric shapes.

What geometric shapes do you know? Square, rectangle, triangle.

Right! These are the triangles we will use in our ornament.

For work we need:

glue, scissors, a sheet of colored paper - background and a sheet of a different color for triangles, pencils, a square.

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Essential characteristics of the success of teaching junior schoolchildren. Factors in the formation of their adequate self-esteem. Experimental work on the implementation of conditions for the success of children's education in primary school school age through the formation of adequate self-esteem.

thesis, added 03/16/2012


Consideration of the attention characteristics of children with speech disorders and the development of the child’s personality. Description of the basic methods of teaching, correction, education of these children. Program and methods of psychological and pedagogical diagnostics of children with oral speech disorders.

course work, added 04/15/2015


Theoretical aspects of fostering independence in children with intellectual disabilities. Corrective orientation of labor training in fostering independence. Level of development of independence in schoolchildren with intellectual disabilities.

thesis, added 07/31/2010


Consideration of socio-psychological training as one of the main methods of active learning. Types of group methods for developing creative abilities: discussion, game and sensitive training. Imitation and non-imitation teaching methods.

test, added 08/27/2013


Requirements of scientific and technological progress in psychology. Group teaching methods: discussion, game, training teaching methods. Individual teaching methods: classroom and non-classroom individual lessons. Features of the development of education.

abstract, added 11/18/2010


Features of the didactic system of developmental education L.V. Zankova. Psychological examination of children. Methods of teaching at school, forming the foundations of empirical and theoretical thinking in schoolchildren. Prerequisites for the creation of the Elkonin-Davydov SRO.

abstract, added 04/13/2015


Characteristics and types of mental retardation in children. Improving special forms and methods of organizing training. Typology and features of mental illness in primary schoolchildren. Directions of psychological and pedagogical activity.

Translated from Greek, the concept of “method” is interpreted as the path to achieving something. In pedagogy, there is no unambiguous interpretation of this concept. Most didactics teaching method implies a method of interconnected activities of the teacher and students to achieve educational, developmental and educational goals(Yu.K. Babansky, N.A. Sorokin, P.I. Borovitsky, etc.).

There are a number of requirements for teaching methods. They have to:

Comply with the purpose and content of the lesson;

Ensure a deep understanding of the material being studied by students and their comprehensive development;

Contribute to increasing student activity in the classroom.

There are not many methods used in teaching, but a varied combination of them determines the variety of activities in the lesson. It is very important to achieve it, and not adhere to a depressing single cliche in constructing a lesson.

The choice of teaching methods used in the lesson depends on:

A specific educational task;

Age characteristics of students; Knowing their level of development, the teacher decides whether they can fill out a table or make a diagram on the topic of the lesson, what work on a geographical or historical map they can use, a conversation or story to use when revealing a particular topic, etc.;

Material provision of the school, availability of equipment, visual aids.

There is no single and generally accepted classification scheme for teaching methods by all specialists. Taking into account the age characteristics of younger schoolchildren and the specific content of the course “The World Around us,” the most used and generally accepted classification of teaching methods is that combines two approaches: according to the source of knowledge and according to the teaching activity of the teacher and the cognitive activity of students. Here, both sides of the educational process are taken into account - both the activities of the teacher and the activities of the student, and the source of knowledge is in close relationship with the activities of both. Based on this, three groups of methods are distinguished: verbal, visual and practical.

Verbal methods. Conversation in school education, it is a dialogue between the teacher and students, organized using a carefully thought-out system of questions, in order to update the students’ knowledge and life experience. The conversation allows the teacher to carry out a differentiated approach to each of them depending on the level of development and preparation.

Basic requirements for conversation as a teaching method:

1. Carefully select questions that should be specific, clear, and concise. You cannot ask questions in a vague form such as “What grows in the meadow?”, “What can you say about the weather?”

2. Prompting questions that require a clear answer “yes” or “no” are undesirable. (“Does 1917 belong to the 20th century?”). At the same time, the questions should not be too lengthy, for example: “What can you say about the gods of the Slavs?”

3. To ensure the integrity of the perceived material, the questions of the conversation must logically follow from one another and, in their totality, ensure this integrity.

4. It is necessary to delve into the students’ answers, to direct their thoughts in the right direction; control the student’s speech, monitor the correctness of its construction.

The conversation can be combined with the use of methods such as:

o teacher's story;

o work on illustrations, with geographical and historical maps;

o reading the textbook text, etc.

The cognitive value of a conversation increases significantly if the teacher teaches children to ask questions themselves, express their own opinions, and reason.

For didactic purposes, conversations can be introductory, aimed at learning new material, or generalizing.

Introductory conversations, as a rule, are carried out at the beginning of a course, as well as at the beginning of studying a specific topic. With the help of introductory conversations, the background knowledge acquired by students earlier is updated, and on this basis, schoolchildren are prepared for an active perception of the upcoming topic.

When learning new material Conversations are held that allow you to reproduce information related to a new topic obtained as a result of observations, text read in advance, life experience, etc.

Summary conversation held at the end of a lesson, topic, course. The purpose of such a conversation is to generalize previously received ideas, aimed at forming an appropriate concept, at identifying natural, social, natural-anthropogenic connections and patterns.

The type of conversation that most meets the child’s development goals is heuristic conversation. A characteristic feature of a heuristic conversation is that students, with the help of the teacher’s skillful questioning and through their own efforts, through logical reasoning, independently come to the correct conclusions. Presenting educational material using the method of heuristic conversation, the teacher addresses the class with questions that encourage students to engage in the search process. Questions are used that are aimed not only at simple reproduction of existing knowledge - “Who is this?”, “What is he doing?”, “Which?”, but also questions that direct the students’ activities to comprehend factual information, to identify connections, patterns: “How to explain this phenomenon?”, “What is the reason?”, “What does... indicate?”. With the help of such questions, students, under the guidance of the teacher, themselves find possible answers to the problem posed.

An example of a heuristic conversation on the topic “Family History. My pedigree"

What do the spellings of the words “Motherland”, “parents”, “relatives”, “birthday” have in common? (Root “genus”).

What does the word "genus" mean? (Relatives who share the same ancestor).

Do you know the history of your family, sort of?

Previously, family history was drawn in the form of a tree. Why?

How many parents do you have? What about them? What about your parents' parents? What does this diagram look like (Like a tree).

In an ordinary tree, the trunk is its base. What do you think trunk means? family tree? Have your elders told you who your ancestors were? What were they doing?

What else can you tell us about your family history?

What word with the same root as the word “clan” can be used to describe family history? (Pedigree).

Story This is a narrative presentation of educational information by a teacher or student. The story has a certain plot. The scheme of the story is simple: beginning - climax - denouement. A story is used when the teacher presents information that is not based on the students’ knowledge, for example, about wild animals that do not live in a given area or about natural areas of Russia. This method is of particular importance when studying topics in history and social science - about uprisings, wars, political upheavals, to reveal the essence of a typical social phenomenon, everyday event. In the course of presenting historical events, one can rely on fairy-tale material, epics, and legends.

Using a story allows you to save learning time; Through a story, children can gain a significant amount of information in a short time. In some cases, the story is simply irreplaceable due to the inaccessibility of the object being studied for direct observation, the lack of necessary clarity, and the inability to organize practical work. The weak side of the story is a certain passivity of the listeners.

The following requirements apply to the use of this method in “The World around us” lessons:

1. The story should not exceed 3-5 minutes, as younger schoolchildren quickly get tired and stop consciously perceiving it.

2. The story must be stylistically correctly constructed, consistent, logically consistent, not overloaded with cumbersome facts and figures, and presented at a certain pace.

3. Students’ perception of the material presented will depend on the brightness, entertainingness, and emotionality of the story.

4. During the story, it is desirable to establish associative connections with existing knowledge, when the material presented is illustrated by facts and events close to the student. When studying the topic “Professions,” for example, material is introduced about the professions of schoolchildren’s parents; when studying the topic “Great Patriotic War" - about fellow countrymen heroes, etc.

To illustrate the story, you can use visual aids, tables, maps, films.

According to the didactic purpose, a description story, an explanation story, and a story combined with a conversation are distinguished.

Description story It is used when it is necessary to give an idea of ​​an object or phenomenon in the surrounding world, as if to draw a verbal portrait of it. This could be, for example, a description of a plant, an animal, or the life of people in the past, the life of great historical figures. A descriptive story can be built on the basis of direct observations of the teacher or students, or the use of fiction, popular science literature.

Explanatory story allows students to uncover the most complex issues, reveal the essential features of objects and phenomena in the surrounding world, and establish cause-and-effect relationships and interdependencies. The main components of this type of story are explanation and evidence. For example, using the story method, the teacher explains the reasons for the existence of tiers in a forest community; on the topic “Surface Protection” proves the importance and necessity of smart actions in mining.

Story combined with conversation used especially often. By revealing the features of a particular phenomenon or process, the teacher can ask questions, updating the students’ existing knowledge on the topic.

Working with written sources of knowledge . The most important task facing the teacher is to teach the child to work with a book, with a textbook.

Textbook is the carrier of certain mandatory educational material reflected in the texts. It is designed to make it easier for students to master and consolidate this material, and to help them independently fill gaps in knowledge and skills. In grades 1-2, the textbook material is almost completely covered in class. Then, gradually, some of it can be left for independent study at home. It is important that students do not cram the text of the textbook, but learn it consciously. During preparation at home, children are encouraged to read the text aloud. This accustoms them to correct speech and makes it easier to memorize.

In the educational process, the book can be used both by the teacher (and then the children listen and perceive what the teacher reads), and by the schoolchildren themselves.

Before starting to work with the textbook, a cognitive task is set. For example:

Explain what you read;

Make a plan for the article you read;

Answer the questions at the end of the text;

Find in the text a description of a particular phenomenon or object (selective reading);

Compare what you read with what you observed in life;

Using the instructions given in the textbook, perform practical work (or experiment), etc.

After working with the text of the textbook, a conversation is held.

Work with additional literature. It is quite obvious that you cannot study the world around you by limiting yourself only to a textbook. Currently, the possibilities of supplementing the material in textbooks have increased due to the emergence of a large number of books for children on historical, natural history and environmental topics. These are books in the series “I Explore the World”, “Everything about Everything”, children’s encyclopedias on history, geography, biology. When selecting books to read, one must take into account the age characteristics of children, the pedagogical and scientific value of the material itself. Classroom reading passages should be short in size and not bore students.

Along with material from fiction and popular science literature, it is sometimes useful to read and discuss notes from central and local newspapers, the content of which is related to the topic of the lesson - in particular, about the environmental situation in the city or region, which is periodically reported in some local newspapers. The development of cognitive needs will be facilitated by the introduction to reading periodicals of such magazines as “Young Naturalist”, “Misha”, “Filya”, and the compilation on their basis of didactic folders in which the material collected by students is systematized.

Visual teaching methods

Visual teaching methods are widely used in the lessons of the “World around us” course. The source of information when using them are visual aids, on-screen aids, and demonstration experiments. When using visual methods, students, under the guidance of the teacher and on his instructions, comprehend and analyze what they see. The word plays a supporting role when using visual teaching methods.

Based on visualization in the course of learning, students form imaginative ideas about nature, the historical past of people, the life of society in the present, their horizons, observation, attention, and thinking expand. The use of visual methods increases student activity in the lesson and interest in the material being studied.

When using visual methods, certain methodological conditions must be met:

1. Visibility is selected that is appropriate to the age of the students and the content of the material being studied in this lesson.

2. The demonstrated object is placed so that it is visible to all students. Tables and pictures are hung on the board, subject aids are placed on the demonstration table. Small objects and drawings can be shown using projection devices or, in extreme cases, carried around the classroom.

3. The manual is shown to students immediately before starting to work with it. Otherwise, their attention will be distracted. After demonstrating the manual, if it is not intended to be used in the lesson in the future, it is advisable to remove it from the students’ sight. It is convenient to use curtains on the board, folding and magnetic boards.

4. You should not use a significant number of aids in one lesson.

Demonstration of natural objects allows you to form fairly complete and reliable ideas about the object being studied.

A general plan for studying the subject includes such stages as consideration of the object as a whole, consideration of its individual details, conclusions.

The acquired knowledge is summarized in the form of oral or written answers to questions or in the form of a complete, coherent story from students. In some cases, to consolidate the image of an object in their minds, the teacher suggests sketching it.

Image Showcase objects and phenomena of the surrounding world in the form of pictures, tables allows students to form ideas in cases where the object being studied cannot be presented to the attention of children in kind due to its size, remoteness, for safety reasons.

The sequence of work on a picture or table, as well as the demonstration of natural aids, includes the following stages: consideration of the picture as a whole, consideration of its individual details, generalization and conclusions.

For example, work on the wall painting “Winter” can be based on the following questions:

1. What time of year is shown in the picture? How did you guess about this?

2. What are the features of the weather at this time of year, by what signs can this be judged from the picture?

3. What is the condition of the soil and water bodies?

4. How did trees, shrubs and grasses change with the onset of cold weather?

5. What animals do you see in the picture? What can you say about their lifestyle in winter?

5. Conclusions: with the onset of winter and changes in inanimate nature, the life of plants and animals changes.

Work based on the painting “The Occupation of the Slavs”:

1. What historical period is depicted in the picture?

2. The territory of which state do we see?

3. What is shown in the center of the picture, on the right, on the left?

4. What do people do?

5. Describe how they are dressed? What tools do they have?

6. Draw a conclusion: what class of people are depicted in the picture, and what are the features of their life.

Common methods of working on an educational picture are studying new material or consolidating what has been learned through the methods of a story or conversation. When working with historical paintings, it is proposed to use the technique personification– a monologue on behalf of one of the characters (objects) depicted in the picture. Let us give an example of personification based on the painting by B.M. Kustodiev "School of Moscow Rus'".

Let's talk to one of the students. This is what he told us: “My name is Gordey. There are not many children in our school. The teacher will show the letters “az”, “buki”, “vedi”, and we repeat in unison. The next day, “repeat the butts”, and even new letters: “verb”, “good”, “is”. All the letters went like this. They started reading - what a burden! Figure out quickly that “good, lead and az” together - “two” means. - Here Gordey sighed heavily. – We have one book for all of us. Everything you read must be memorized. Teaching is not easy. I tried the rod more than once. But our teacher says that for one beaten, they give two unbeaten.”

Reception dramatization - this is an imaginary dialogue that can take place between the characters depicted in the picture. The characters become like actors in a small play; The students themselves can come up with words for them with the help of the teacher’s questions.

Imaginary excursion – a technique by which students are mentally transported into the natural or historical reality depicted in the picture and can “walk around” every corner of the painted area, as a “tour guide” talk about what they saw along the way, and “communicate” with the characters depicted.

The teacher can accompany the work on the picture by reading excerpts from fiction and poems.

Use of video materials has a number of advantages compared to other methods. Watching a film provides students with varied and rich information, which is perceived dynamically by both the visual and auditory organs. The use of video materials makes it possible to increase the visibility of learning, to make processes and phenomena accessible to students’ perception that are difficult, and sometimes impossible, to get acquainted with directly. They have a great educational impact (patriotism, hard work, respect for nature, etc.), arouse keen interest and attention among students, and increase their emotional mood.

Lessons using educational videos require careful preparation from the teacher:

You need to get acquainted with the content of the film in advance;

When determining the duration of a film demonstration in a lesson (no more than 6-8 minutes), the increased fatigue of children should be taken into account;;

You should not show two different films in one lesson;

The teacher selects only that material that is directly related to the content of the lesson and corresponds to the level of knowledge of the students.

The lesson stage using educational film is divided into three parts.

1. The introductory part involves leading students to watch the film and updating relevant knowledge. Then the goal for the upcoming viewing is set. This is done in order to accustom the audience not just to watch pictures of the film, but to independently comprehend what they saw, determine their attitude to the content of the film, and highlight what is essential. The attention of younger schoolchildren is unstable and they can focus it on secondary rather than main material.

At the discretion of the teacher, students are offered tasks to complete during or after viewing:

Based on what you saw, compose a story according to plan;

Compare what you saw in the film with what you saw in life, with the description in the text;

Find explanations for new concepts while watching a film (words are written down on the board in advance);

Answer the questions;

Turn off the sound and invite students to voice or comment on the plot being shown, etc.

2. Watching a movie. Depending on the purpose of the lesson, individual frames or the entire film are shown. At the same time, the teacher can conduct a conversation, supplement with his own story, read excerpts from fiction and popular science literature, demonstrate wall paintings, natural visual aids, and show objects on the map.

3. After viewing and completing the assignments, it is necessary to help students summarize and analyze what they saw, talk about the questions posed before viewing, and check the assignments that they had to complete.

An example of using a film in a lesson on the topic “Limestone”.

The introductory conversation begins with a statement problematic issue: “Have you ever heard of stones being born in water, in the depths of seas and oceans? No? By watching the film, you will learn about them.”

The first part of the film is shown, which talks about the formation of limestone. Then the film is interrupted and practical work is carried out to determine its properties. A film about the human use of limestone then continues.

Conversation, summing up what the students learned about this rock.

Use of information and computer technologies (ICT) in education, including primary education, it allows optimizing the processes of understanding, memorizing and assimilation of educational material by children, ensuring the implementation of the ideas of developmental education, improving the forms and methods of organizing the educational process.

The most common use of multimedia technology in elementary school is through the use of one computer per class, the image from which is displayed on the screen.

Multimedia technology can be considered as an explanatory and illustrative teaching method, the main purpose of which is to organize students’ assimilation of information by communicating educational material and ensuring its successful perception.

Presentations, created using the Microsoft Power Point program, enable the teacher to use various forms of organizing cognitive activity: frontal, group, individual; You can use various video clips, pictures, diagrams, diagrams, and show experiments. Dictionaries, reference books, digital libraries. Teaching is interactive in nature, in which the teacher can make the necessary adjustments at any time.

Allow enough time to view one slide so that students can concentrate their attention on the screen image, follow the sequence of actions, consider all the elements of the slide, and record the final result.

Examples of tasks using a presentation for the lesson topic: “Who are animals?”

Slide 1. The slide depicts animals - pike, woodpecker, butterfly, cow.

Which group does each of these animals belong to? What signs help determine group membership? (Students reason, express their answers, which are then compared against slide 2).

Slide 2.

Groups of animals

Slide 3. Choose pets from the list.

Cow, wolf, turkey, goat, rabbit, wild boar, pig, horse, hare, nightingale. (Students check their answers on the next slide).

Slide 4. Cow, turkey, goat, rabbit, pig, horse.

7. Methods for developing students’ knowledge in the subject “The World Around us”. Practical methods

Observations

The source of knowledge when applying practical methods is the direct actions of students. Pedagogically organized direct familiarization of students with the world around them is an important condition for their education. Another “person” acts as a teacher - the world around him. Practical methods include observations, laboratory experiments, practical work, modeling, and exercises.

Practical methods make it possible to implement the most important directions modern learning– activity approach, humanization of the learning process. The role of practical methods in the development of thinking is great - they provide the basis for mental operations. Students delve into the essence of the object under study, establish cause-and-effect relationships, identify its most important features, and learn to draw independent conclusions. Through the use of practical methods, students acquire research skills. Practical methods help overcome the verbal nature of studying the world around us.

Observation represents a systematic, purposeful sensory perception of objects and phenomena of the surrounding world with the aim of understanding it.

For younger schoolchildren, observation, with proper organization on the part of the teacher, is one of the effective and accessible ways to understand the world. Indeed, in a child of this age, concrete-figurative thinking continues to dominate over abstract thinking; knowledge gained through the use of a variety of senses is specific and convincing.

Depending on the location of the organization, observations are divided into classroom) and extracurricular (on excursions, walks, while doing homework.)

Observations can be: systematic or episodic; mass, group or individual. Depending on the degree of independence, observations are divided into those carried out directly under the guidance of the teacher (on excursions, during experiments and practical work) and independent observations of students, in which the role of the teacher is also significant, since he helps to formulate the purpose of observation, gives tasks, and instructs along the way work.

Observations of seasonal changes in nature and people’s work;

Observations of a separate object of the surrounding world (a body of water, a plant, an animal, the work of a seller, a postman, communication between people, etc.).

Observations of seasonal changes in nature are traditional. For several decades, until the mid-90s, the natural history course curriculum required students to conduct observations of seasonal changes in nature. Despite some of their differences from class to class, this work, carried out daily for 3-4 years, lost interest in the eyes of the children and turned into a boring burden. Therefore, the authors of modern natural science programs, providing for this type of observation, propose organizing it sporadically. Some workbooks have special pages for this. Completely exclude, ignore this type work would be unreasonable, since seasonal observations are most accessible to students and are of great importance, both in cognitive terms and in developmental and educational ones.

So, seasonal observations are usually carried out in the following order: observations of the state of the sky (cloudiness, precipitation, temperature, wind), the state of water bodies, soil, plants, animals, observations of people’s work related to nature.

Weather observations are carried out at the same time as directed by the teacher; Observations of plants and animals are carried out as certain changes occur in them. It is advisable to carry out seasonal observations of the same objects in different time of the year. This gives students the opportunity to trace their characteristic changes in comparison.

Seasonal observations begin under the guidance of a teacher, then gradually transferring them to the category of independent ones. When offering tasks for independent observation, the teacher indicates the object of observation, the observation plan; constantly monitors the progress of work.

The results of observations of seasonal changes in nature are recorded in workbooks, in the classroom nature calendar, in which schoolchildren make brief notes, sketches, and draw up numerical tables.

Cool nature calendar and labor can be taught from the second grade. It indicates the current month and time of year. The contents of the calendar include sections for observations of the weather (in the form of a table), soil, water bodies, plants, animals, and seasonal labor of people (in the form of pockets into which leaves with records of the results of observations of these objects are inserted). A sign with weather symbols is provided. At the request of students, additional rubrics such as “Read, this is interesting”, “Guess”, “The most observant in our class” are introduced.

When designing the calendar of nature and labor, the local history principle is observed, which involves the use of illustrations that reflect the characteristics of one’s region. In accordance with the principle of seasonality, when designing a calendar, all seasons of the year are reflected (if it is made for a year) or signs of one season (if the calendar is made for a season).

Observation tasks are given by the teacher as they go through a particular program question; some of these tasks are in textbooks. These assignments are adjusted depending on local conditions. They can be common to the whole class: for example, find out in which places the first thawed patches appeared. They can be individual: a schoolchild, whose house is located next to a rookery, is tasked with monitoring the appearance of the first birds there and their behavior; a schoolchild who lives next to a river can watch with adults the water level during the spring snowmelt, etc.

The recording of the results of observations in the nature and labor calendar is carried out by those on duty, although all students in the class must observe seasonal changes in nature. Their results are also entered into the calendar. The time on duty should not be limited to one day. It is more effective if it is carried out within one or two weeks. It is more convenient to entrust this work to a group of students of 2-3 people in case one of the people on duty does not come to school for some reason.

Observations of a separate object in the surrounding world. The teacher selects objects for observation, firstly, based on the assigned didactic tasks, and secondly, taking into account their safety, compliance with hygienic requirements and the age characteristics of the students. Reads the relevant literature, and, if necessary, in the classroom forms in students the simplest ideas about the object of the upcoming observation.

Observation, as a method of cognitive activity of students, begins with goal setting. For example, to identify the properties of the object being studied, to determine the behavioral characteristics of the animal, to study changes in the object over the seasons, to establish relationships between the object being studied and the environment, to establish the causes of the observed phenomenon, etc.

The teacher introduces students to the object of observation, provides assistance in drawing up an observation plan, explains how to observe and record the data obtained. In the process of organizing direct observations, the following stages are followed: examining the object as a whole so that the child has a holistic idea of ​​it, studying its individual parts, generalizing the results of observations.

Sample plan for observing animals

a) the name of the animal;

b) where he can be found;

c) the size of the animal;

d) its color;

e) what is its head, tail, body, beak, feathers, etc.;

f) what it eats, how it moves;

g) what special habits of the animal you noticed;

h) what is its significance in nature and in human life.

Sample plant observation plan

a) name of the plant;

b) where it grows;

c) tree, bush or grass;

d) what are the stem, leaves, flowers, fruits, seeds;

e) what benefits it brings to a person.

In order for the image of the observed object to be clear and memorable, you can use the following techniques: organization of repeated observation, comparison with other similar objects, imitation of the movement or sounds of the observed object (flying birds, falling leaves, sounds of the wind and various animals), closing your eyes with a mental image object after the end of observation of it.

When making observations, students may come to erroneous conclusions. In this case, the teacher does not indicate the error, but organizes additional observations. For example, wanting to identify characteristic features trees and shrubs, students, on the instructions of the teacher, compare these two plants and identify their differences. One of the first distinguishing features students may mistakenly name is size: “The tree is large, but the bush is small.” The teacher invites the children to look at a newly planted tree (for example, a linden tree) - it is not tall. Children know that linden is a tree, which means that not all trees are taller than bushes. Comparing further the tree and the bush, students can make the following assumption: “The tree has a thick trunk, and the bush has a thin trunk.” The teacher again draws attention to the young sticky tree, which still looks like a thin twig. And finally, one of the students will suggest that the main distinguishing feature is that trees have one trunk, while shrubs do not have a main trunk.

In order to intensify observations, children who managed to observe some rare natural phenomenon or be the first to see changes occurring in it should be encouraged. Interest in observations will increase if observation materials are used in the lessons of the Russian language, mathematics, technology, art; based on them, perform a variety of creative works.

Experiments, practical work, modeling

Experience (or experiment) is a method of studying objects or phenomena of the surrounding world in specially created artificial conditions or the artificial reproduction of a phenomenon or process (when it is impossible or difficult to observe in natural conditions) in order to establish or illustrate a certain theoretical position. In science, the term “experiment” is usually used to denote this method; in elementary school, the term “experience” is introduced instead.

Based on the degree of direct participation of children, experiments are divided into demonstration and laboratory.

Demonstration experiments can be classified as visual methods, but the methodology for conducting them is basically similar to the methodology for organizing and conducting laboratory experiments. Therefore, they are discussed in this chapter. The experiment is carried out by demonstration by the teacher himself in cases where it involves devices and substances hazardous to the health of students or the use of bulky equipment (with acid when determining the properties of limestone, with fire when studying the composition of soil). During the demonstration experiment, the equipment is placed so that it is visible to every student (on a demonstration table, stand).

Laboratory experiments are carried out directly by students according to instructions and under the guidance of the teacher. They can be frontal, group, individual. Group and individual laboratory experiments can be performed by students at home.

Based on their duration, experiments are divided into long-term and short-term.

Of great importance for the successful conduct of the experiment is its preliminary preparation, including the following:

Checking the availability of equipment. In elementary grades it is not difficult. Every school should have one, and if there is no specially made factory kit, then the teacher selects the necessary equipment for the experiments independently.

Checking the technical condition of the equipment for the experiment, the quantity (measure) and quality of the required substance.

Preliminary conduct of the experiment by the teacher, to