Tarasoa Svetlana Petrovna

The educational process should be an imitation of the environment in which students live and work, it must contain specific goals and objectives, ensure the formation of students' ability to solve practical problems. Active learning is based on the principle of direct participation of the educational process, leading the search for ways and means of solving educational problems.

The modern lesson is to ensure the creative search of students under the guidance of a teacher.

High efficiency of the lesson is achieved, as pedagogical practice shows, when the activity and creativity of the teacher and the student merge together.

Teaching encompasses the work of learning from lesson preparation to quality assurance and analysis of acquired knowledge and skills. The teacher must analyze the curriculum, correlate the basic concepts with the facts, decide what previously learned knowledge will be used to effectively study the content of the lesson. Further, he must necessarily highlight the core of knowledge, theoretical conclusions, assessments, definitions and main facts. Then think about how he will implement the educational, educational and developmental opportunities for the content of the lesson, then the teacher determines the organizational and methodological side of the lesson: selects teaching methods, forms cognitive tasks, thinks over the organization of differential assistance to "weak" students, plans to consolidate the knowledge and skills of groups and individual students . Thus, preparing a lesson means determining the content of the lesson, highlighting the objects and independent work of students, primarily the mental ability to lead to the achievement of goals.

In pedagogical practice, a reasonable combination of various techniques and methods is necessary, such as a school lecture, a story, a seminar, various types of independent work, there should be less used more complex, but giving better results, methods. To successfully apply them, the teacher must get acquainted with the principles of work of non-traditional, active teaching methods.

A business game is an imitation of real processes in which its participants are embodied in acting characters and perform their roles. A business game is a rehearsal of educational, industrial or social, social activities. It makes it possible to play almost any situation in faces, to stand in their place, to understand what drives them. The active learning system uses five types of business games:

1. simulation games.
2. Operation games.
3. Role play.
4. Staged.
5. Psychodrama and sociodrama.

The business game process consists of several stages.

1. Preparatory (learning goal, problem description, game plan, game description, content of situations, characteristics of actors).
2. Preparation of the audience (mode of operation, purpose, problem, justification of the situation, materials are issued).
3. Studying situations, attitudes, instructions.
4. Conducting the game (the process of the game).
5. Analysis (discussion and evaluation of game results).

The general principles of organizing business games are:

1. The dynamism of the conduct is determined by the change of game situations as a result of the interaction of the participants.
2. A group form of organization in which participants are united in small teams that perform a common role.
3. Self-management, both within game groups and in the game as a whole.
4. Consistency in completing assignments.
5. Stimulation of the players.

LITERATURE

1. E.D. Polner Modern lesson. His methodological support. A guide for teachers. 2000
2. A.N. Unbelievable, T.I. Chalykh Commodity research and organization of trade in direct goods. Professional service. Small business.

A group of so-called traditional teaching methods developed in centuries-old pedagogical practice and which are still the basis for the organization and implementation of the learning process.

Story - this is a monologue, sequential presentation of the material in a descriptive or narrative form. It is used to communicate factual information that requires imagery and consistency of presentation. The story is used at all stages of learning, only the tasks of presentation, its style and volume change. The story is used in working with children of any age, but it has the greatest developmental effect when teaching younger students who are prone to figurative thinking.

The developing meaning of the story is that it brings mental processes into a state of activity: imagination, thinking, memory, emotional experiences. Influencing the feelings of a person, the story helps to understand and assimilate the meaning of the non-moral assessments and norms of behavior.

In accordance with the goals, there are several types of stories:

- introduction story the purpose of which is to prepare students for the study of new material;

- storytelling - used to express intended content;

- story-conclusion - Summarizes the material learned.

The story as a teaching method should ensure the achievement of didactic goals; contain true facts; have a clear logic; the presentation should be demonstrative, figurative, emotional, taking into account the age characteristics of the trainees. It should be short (up to 10 minutes). In its pure form, the story is used relatively rarely. More often it is used in combination with other teaching methods - illustration, discussion, conversation.

If with the help of the story it is not possible to provide a clear and precise understanding of certain provisions, then the method of explanation is used.

Explanation— this is an interpretation of patterns, essential properties of the object under study, individual concepts, phenomena. The explanation is characterized by an evidentiary form of presentation, based on the use of logically connected inferences that establish the truth of certain judgments. Explanation is most often resorted to in the study of theoretical material. As a teaching method, explanation is widely used in different age groups. However, in middle and senior school age, the need for it appears more often due to the complication of theoretical material and the increasing intellectual capabilities of students.

Explanation as a teaching method is subject to such requirements as an accurate and clear formulation of the essence of the problem; consistent disclosure of cause-and-effect relationships, argumentation and evidence; the use of comparison, analogy, comparison; impeccable logic of presentation.

In many cases, explanation is combined with observations, with questions asked by both trainer and trainee, and can develop into a conversation.

Conversation — a dialogical or question-answer method of teaching, in which the teacher, by posing a system of questions, leads students to understand new material or checks their assimilation of what they have already studied. Conversation as a teaching method can be applied to solve any didactic task. Distinguish individual(questions addressed to one student), group(questions are addressed to a specific group) and frontal(questions addressed to everyone) conversations.

Depending on the tasks that the teacher sets in the learning process, the content of the educational material, the level of creative cognitive activity of students, the place of conversation in the structure of the lesson, various types of conversations are distinguished:

- introductory, or organizers, talks, which are held before the study of new material to update previously acquired knowledge and determine the degree of readiness of students for knowledge, inclusion in the upcoming educational and cognitive activities;

- conversations-communication of new knowledge which are catechetical(reproducing answers in the wording that was given in the textbook or teacher); Socratic(assuming reflection) and heuristic(inclusion of students in the process of active search for new knowledge, formulation of conclusions);

- synthesizing, or reinforcing, conversations, serve to generalize and systematize the knowledge that students have and how to apply them in various situations;

- control and correctional conversations are used for diagnostic purposes, as well as to clarify, supplement with new information the knowledge that students have.

One type of conversation is interview, which can be carried out with an individual or a group of people.

When conducting a conversation, it is important to correctly formulate and ask questions. They should be short, clear, informative; have a logical connection with each other; reveal in the aggregate the essence of the issue under study; promote the assimilation of knowledge in the system. In terms of content and form, questions should correspond to the level of development of students (too easy and very difficult questions do not stimulate active cognitive activity, a serious attitude to knowledge). Do not ask double, prompting questions containing ready-made answers; formulate alternative questions that allow answers such as "yes" or "no".

Conversation as a teaching method has the following advantages: it activates the educational and cognitive activity of students; develops their speech, memory, thinking; has an educational impact; is a good diagnostic tool, helps to control students' knowledge. However, this method has a number of disadvantages: it requires a lot of time; if students do not have a certain stock of ideas and concepts, then the conversation is ineffective. In addition, the conversation does not form practical skills; contains an element of risk, since the student may give the wrong answer, which is perceived by others and fixed in their memory.

Lecture — This is a monologic way of presenting voluminous material. It differs from other verbal methods of presenting the material by a more rigorous structure; abundance of reported information; the logic of the presentation of educational material; systemic nature of the presentation of knowledge.

Distinguish popular science and academic lectures. Popular science lectures are used to popularize knowledge. Academic lectures are used in the upper grades of secondary school, in secondary vocational and higher educational institutions. Lectures are devoted to major and fundamentally important sections of the curriculum. They differ in their purpose and nature of activity.

In the first case, introductory, review, episodic lectures are distinguished. introductory the lecture aims to carry out the “entry” of students into the topic, their general acquaintance with the content of the course or a separate major topic. Overview the lecture is held at the end of the course, section and aims to generalize and expand the knowledge of students, bring them into the system. As necessary, in the process of studying the subject, without prior planning, episodic lecture.

In the second case, information and problem lectures are distinguished. Informational the lecture is characterized by a monologue presentation of the material by the teacher and the performing activities of students. This is a variant of the classic lecture. problematic a lecture, unlike an informational one, involves not so much the transfer of information to students as their familiarization with objective contradictions in the development of scientific knowledge and ways to resolve them.

The choice of the type of lecture depends on the purpose, the content of the educational material, the teaching system used, the characteristics of the students, etc. The core of the lecture is some theoretical generalization related to the field of scientific knowledge. The specific facts that form the basis of a conversation or story serve here only as an illustration or as an initial, starting point. As a rule, the lecture ends with the fact that students are offered questions and tasks for independent work, a list of references.

The relevance of the use of lectures in modern conditions is increasing due to the use of block study of new material on topics or large sections.

Educational discussion as a teaching method based on the exchange of views on a particular problem. Moreover, these views reflect either the own opinions of the participants in the discussion, or are based on the opinions of other people. The main function of the educational discussion is to stimulate cognitive interest. With the help of the discussion, its participants acquire new knowledge, strengthen their own opinions, learn to defend their position, and take into account the views of others.

It is advisable to use this method if students have the necessary knowledge on the topic of the upcoming discussion, have a significant degree of maturity and independence of thinking, and are able to argue, prove and substantiate their point of view. For the discussion, therefore, it is necessary to prepare students in advance both in terms of content and in formal terms. Meaningful preparation consists in accumulating the necessary knowledge on the topic of the forthcoming discussion, while formal preparation consists in choosing the form of presentation of this knowledge. Without knowledge, the discussion becomes pointless, meaningless, and without the ability to express thoughts, to convince opponents, it becomes devoid of attractiveness, contradictory.

The educational discussion needs a clear methodological organization and a time limit. Its participants in their speeches should not go beyond 1.5-2 minutes, and the final summing up of the discussion should be linked to the sections, chapters, topics of the course being studied. Elements of the discussion are already practiced at the second stage school, this method is used in full in the senior classes.

Work with textbook and book — one of the most important teaching methods. The main advantage of this method is the ability for the student to repeatedly refer to educational information at a pace that is accessible to him and at a convenient time. When using programmed educational books, which, in addition to educational information, also contain control information, the issues of control, correction, diagnostics of knowledge and skills are effectively solved.

Work with the book can be organized under the direct supervision of the teacher and in the form of independent work of the student with the text. This method implements two tasks: students learn educational material and gain experience in working with texts, master various techniques for working with printed sources.

Among the methods of independent work of students with texts, the following can be distinguished:

- note-taking- a short note, a summary of the content of the read. Distinguish between continuous, selective, complete and brief notes. You can take notes from the first (on your own) or third person. Note-taking in the first person is preferable, since in this case independence of thinking develops better;

- thesis - a summary of the main ideas in a certain sequence;

- referencing - review of a number of sources on the topic with their own assessment of their content, form;

- drafting a text plan - after reading the text, it is necessary to break it into parts and title each of them. The plan can be simple or complex;

- quoting - verbatim excerpt from the text. Quote should be correct, without distorting the meaning. An accurate record of the imprint is required (author, title of work, place of publication, publisher, year of publication, page);

- annotation - a brief, convoluted summary of the content of what was read without losing the essential meaning;

- reviewing - writing a review, i.e. a brief review expressing your attitude about what you read;

- compiling a certificate information about something obtained in the course of the search. References are biographical, statistical, geographical, terminological, etc.;

- drawing up a formal-logical model - verbal-schematic representation of what was read;

- compilation of thematic thesaurus - an ordered complex of basic concepts on a topic, section, entire discipline;

- drawing up a matrix of ideas (lattice of ideas, repertoire lattice) - presentation in the form of a table of comparative characteristics of homogeneous objects, phenomena in the works of different authors;

- pictographic entry- wordless image.

These are the basic techniques for independent work with printed sources. It has been established that the possession of a variety of techniques for working with texts increases the productivity of educational and cognitive activity, allows you to save time on mastering the content of the material.

Demonstration, or showing as a teaching method involves the creation of a visual image of the object, phenomenon or process being studied by students by presenting it during the lesson. Depending on the content of the studied material and the way students act, various types of demonstration are used: personal demonstration of the studied techniques and actions; demonstration with the help of specially trained trainees; demonstration of real equipment, materials, tools; demonstration of visual visual aids; demonstration of video films, etc. In any case, the optimal dosage of the shown means and a strict sequence of their presentation are necessary.

The demonstration method serves primarily to reveal the dynamics of the phenomena being studied, but is also used to get acquainted with the appearance of the object, its internal structure. This method is most effective when students themselves study objects, processes and phenomena, perform the necessary measurements, establish dependencies, due to which active cognitive activity is carried out, horizons expand, and a sensory (empirical) basis of knowledge is created.

Didactic value has a demonstration of real objects, phenomena or processes occurring in natural conditions. But such a demonstration is not always possible. In this case, either a demonstration of natural objects in an artificial environment (animals in a zoo) or a demonstration of artificially created objects in a natural environment (reduced copies of mechanisms) is used. Three-dimensional models play an important role in the study of all subjects, as they allow you to get acquainted with the design, the principles of operation of mechanisms (the operation of an internal combustion engine, a blast furnace). Many modern models make it possible to carry out direct measurements, determine technical or technological characteristics. At the same time, it is important to choose the right objects for demonstration, to skillfully direct students' attention to the essential aspects of the phenomena being demonstrated.

The correct choice of objects, the teacher's ability to direct students' attention to the essential aspects of the phenomena being demonstrated, as well as its correct combination with other methods, contribute to increasing the effectiveness of demonstration as a teaching method. The demonstration process should be built in such a way that all students can clearly see the object being demonstrated; could perceive it, if possible, with all the senses, and not only with the eyes; the most important essential aspects of the object made the greatest impression on students and attracted maximum attention; the possibility of independent measurement of the studied qualities of the object was provided.

Closely related to the demonstration method is the method illustrations. Sometimes these methods are identified, not singled out as independent, while the illustration method involves showing objects, processes and phenomena in their symbolic image using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc. Recently, the practice of visualization has been enriched by a number of new means (multi-color plastic-coated cards, albums, atlases, etc.).

If the demonstration method is used when students must perceive the process or phenomenon as a whole, then the illustration method is used when it is necessary to understand the essence of the phenomenon, the relationship between its components.

An exercise — repeated conscious performance of educational actions (mental or practical) in order to master them or improve their quality (formation of skills). There are oral, written, graphic and educational and labor exercises.

oral exercises contribute to the development of a culture of speech, logical thinking, memory, attention, cognitive abilities of students.

Main purpose written exercises consists in consolidating knowledge, developing the necessary skills and skills for their application.

Closely adjacent to written graphic exercises. Their use helps to better perceive, comprehend and remember educational material; promotes the development of spatial imagination. Graphic exercises include work on drawing up graphs, drawings, diagrams, process maps, sketches, etc.

A special group is educational and labor exercises, the purpose of which is the application of theoretical knowledge in labor activity. They contribute to mastering the skills of handling tools.

According to their didactic purpose, the exercises are divided into introductory, basic and training. introductory the exercises have the goal, following a practical demonstration, to achieve the exact execution, as a rule, of individual elements of the actions shown. Main exercises are carried out to bring the performance of actions to the existing requirements and the formation of appropriate skills. Workout are also necessary to maintain the formed skills and abilities at a sufficiently high level.

There is also a division of exercises into special, derivative and commented. special called repeatedly repeated exercises aimed at the formation of new educational, labor skills and abilities. If exercises that were used before are introduced into special exercises, then they are called derivatives and contribute to the repetition and consolidation of previously formed skills and abilities.

“Hurry to school like a game. She is such, ”wrote Jan Comenius. Isn't it true that you can't say that about a modern school? Is it good? After all, it is interest that is the main stimulus for the child's activity, his development, and learning.

A lot has changed in education over the past two decades. Today there is no such teacher who would not think about the questions: “How to make the lesson interesting, bright? How to captivate children with your subject? How to create a situation of success in the classroom for each student? What modern teacher does not dream of the children in his lesson working voluntarily, creatively; mastered the subject at the maximum for each level of success?

And this is no coincidence. The new organization of society, the new attitude to life, make new demands on the school.

Today, the main goal of education is not only the accumulation by the student of a certain amount of knowledge, skills, abilities, but also the preparation of the student as an independent subject of educational activity. At the heart of modern education is the activity of both the teacher and, no less important, the student. It is precisely this goal - the upbringing of a creative, active personality who knows how to learn, improve independently, and the main tasks of modern education are subordinated.

Training is done not only by standard methods. There is also non-standard learning, which involves obtaining results using methods other than traditional ones. In some cases, it does not matter what methods were used to achieve the goals. The same goes for learning, in the world of education one should always be open to trying some new and effective methodology. It is not easy to get knowledge, therefore it is important to get it in the end, and for this purpose, non-traditional teaching methods are considered.

Non-traditional methods can be attributed to modern teaching methods, although once upon a time, not only traditional methods were also used in education. Should they be used or not? The answers to this question are contradictory for the simple reason that there are supporters of traditional teaching methods, and there are their opposites. Everyone must choose what is best for themselves, and how to achieve knowledge, whether methods or achieving goals are more important. Each industry has its own non-traditional teaching methods, although there may be some commonality between them.

Lessons can be held in the form of competitions, in the form of a role-playing game and much more. Depending on the subject and audience, the optimal method is selected. It is worth noting that some methods are suitable for elementary school children, others only for students, etc. It is very important to apply the right method to the right audience, and to do it right. This is called the right approach to education. In fact, this correct approach must sometimes be found for each student, since each has its own characteristics. The teacher must be a good psychologist and be able to analyze. This will make it possible to achieve efficiency in training, and this is the most important thing, since this ispurpose of education - get knowledge. So non-traditional teaching methods are most often methods that are used by the teacher, and which have individuality and even subjectivity, but at the same time are effective, which is the most important thing.

Non-standard lessons are always holiday lessons, when all students are active, when everyone has the opportunity to express themselves and when the class becomes a team.

And it is precisely at such a lesson, as Cicero said, that “the eyes of the listener will light up against the eyes of the speaker.”

GROUPS OF NON-STANDARD LESSONS

1. Lessons in the form of competition and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reporting.

3. Lessons based on the non-traditional organization of educational material: a lesson in wisdom, a lesson in revelation.

4. Lessons resembling public forms of communication: a press conference, an auction, a benefit performance, a rally, a regulated discussion, a panorama, a TV show, a teleconference, a report, a dialogue, a “live newspaper”.

5. Lessons based on fantasy: a fairy tale lesson, a surprise lesson, a gift lesson from Hottabych.

6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.

7. Traditional forms of extracurricular work transferred within the framework of the lesson: KVN, “connoisseurs conduct the investigation”, matinee, performance, concert, staging of a work of art, debate, “gatherings”, “connoisseurs club”.

8. Integrated lessons.

9. Transformation of traditional methods of organizing a lesson: a lecture-paradox, a paired survey, an express survey, a lesson-test (defense of assessment), a lesson-consultation, protection of the reader's form, a TV lesson without television.

Almost all of them allow you to ask problem questions and create problem situations, solve problems of differentiated learning, activate learning activities, increase cognitive interest, and contribute to the development of critical thinking.

The favorite form of the lesson for children in grades 5-7 remainsgame lesson . A distinctive feature of role-playing lessons is that their psychological basis is the mechanism of imagination: the guys imagine themselves in certain roles, find themselves in a given situation, jointly solve the task.

Taking the appropriate mechanism as a basis, even the most complex material can be revived. What is the success of such a lesson? In its unusualness (the use of a fabulous, fantastic plot, the invitation of favorite characters), and in the availability of the presentation of the material, and in the use of vivid visualization. After all, the guys get tired of memorizing the material of the textbook from lesson to lesson. But if, for example, you imagine that you ended up on a desert island or on another planet and you need to help your fellow tribesmen, why wouldn’t you do it?! You can move mountains, not to mention learning cases, conjugations, or learning how to write a particle with a word.

With all the variety and effectiveness of non-traditional lessons, it is often impossible to use them for a number of reasons. But you really want each lesson to be special, with its own “zest”. Therefore, you can resort to non-standard, creative elements of a separate traditional lesson. This andlexical dictation ordictation - crossword , as the guys call it, and making riddles in the lesson, andcommented letter orwarning dictations with a "car driver", and a task of the type "find extra » which instills the ability to synthesize and comprehend information. The main thing is that the children have no time to be bored in the lesson, so that they want to work and study. After all, the situation of success, which, as a rule, is created by non-standard lessons or elements of lessons, and the independence to which children are taught in such lessons, and a creative attitude to the language, which is brought up only in creative lessons, are important for this.

1. Non-standard lessons should be used as final lessons when summarizing and consolidating the knowledge, skills and abilities of students;

2. Too frequent recourse to such forms of organization of the educational process is inappropriate, as this can lead to the loss of sustainable interest in the subject and the learning process;

3. A non-traditional lesson should be preceded by careful preparation and, first of all, the development of a system of specific goals for training and education;

4. When choosing the forms of non-traditional lessons, the teacher must take into account the peculiarities of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and individual students;

5. To integrate the efforts of teachers in the preparation of joint lessons, it is advisable not only within the framework of the subjects of the natural and mathematical cycle, but also entering the subjects of the humanitarian cycle;

6. When conducting non-standard lessons, be guided by the principle “with children and for children”, setting one of the main goals to educate students in an atmosphere of kindness, creativity, and joy.

FINDINGS

Thus, the effectiveness of the educational process largely depends on the ability of the teacher to properly organize the lesson and correctly choose one form or another of the lesson.

Non-traditional forms of conducting lessons make it possible not only to raise students' interest in the subject being studied, but also to develop their creative independence, to teach how to work with various sources of knowledge.

Such forms of conducting classes “remove” the traditional nature of the lesson, enliven the thought. However, it should be noted that too frequent recourse to such forms of organization of the educational process is inappropriate, since non-traditional can quickly become traditional, which ultimately will lead to a drop in students' interest in the subject.

The developing and educating potential of non-traditional forms of the lesson can be characterized by defining the following learning objectives:

Formation of students' interest and respect for the subject;

Education of a culture of communication and the need for the practical use of knowledge;

The development of intellectual and cognitive abilities, the development of value orientations, feelings and emotions of the student.

LIST OF USED LITERATURE:

Gelpling E.M. "Non-traditional forms and methods of teaching in the lessons of the Russian language and literature. – Kursk, 2012

Dyachenko T.N.« Methodical development of a lesson on the development of speech. - Moscow 2013

S.V. Kulnevich, T.P. Lakotsenina "A Quite Unusual Lesson" (practical guide), Voronezh, 2006.

S.V. Kulnevich, T.P. Lakotsenina "Non-traditional lessons", TC "Teacher", Voronezh, 2004.

T.P. Lakotsenina, E.E. Alimova, L.M. Oganezov "Modern lesson", part 5 (innovative lessons). Publishing house "Teacher", 2007.

NON-TRADITIONAL FORMS AND METHODS OF TRAINING IN THE EDUCATIONAL PROCESS

The recommendations are intended for teachers and masters of industrial training who implement the requirements of the Federal State Educational Standards for Secondary Vocational Education. The recommendations provide a description of non-traditional forms and methods of vocational training, methodological aspects of their use in organizing the educational activities of students, the methodology and organization of master classes and pedagogical workshops.

Modern pedagogical science definesform as a mechanism for streamlining the educational process in relation to the positions of its subjects, their functions, as well as the completion of cycles, structural units of learning in time. The form of organization of education designates one of the main didactic categories.

There are variousclassification forms of organization of learning, differing in what criteria underlie them: the number of students, the didactic goal, the type of activity, the dominant function, the place of study, the duration of classes. So,by the number of students covered allocateindividual (homework, extra classes, consultation, etc.),group (excursion, laboratory work, workshop, etc.) andmassive (subject olympiads, conferences, etc.) forms of organization of education;according to the main purpose of organizing classes allocate formstheoretical training (lecture, seminar, etc.), formspractical training (laboratory work, workshop, etc.), formsblended learning (lesson, excursion, etc.).The experience gradually gained is used in the organization of circle activities, the preparation of disciplinary competitions, integrated lessons, and extracurricular activities.

The effectiveness of a particular form of organization of training depends on many factors, among which one of the main ones is the pedagogical, psychological and methodological readiness of teachers and students for its implementation.

The main forms of organization of practical (industrial) training

industrial training lesson - Occupation in training workshops. Its specificity is the formation of initial professional skills. At the lessons of industrial training, the integration of knowledge and their complex application in the process of practical activities of students takes place. This determines the structure of the industrial training lesson, its content and teaching methods, as well as the duration of the classes (as a rule, a full school day is six training hours).

In the structure of the lesson of industrial training, an important place is occupied by instruction, which, in a group form of training, can be introductory, current and final.

Induction training solves the following tasks: a) familiarization of students with the content of the forthcoming work and the means by which it can be performed (equipment, adaptation tools, etc.); b) familiarization with technical documentation and requirements for the final result (product) of labor; c) an explanation of the rules and sequence of performing the work as a whole and its individual parts (techniques, operations, etc.); d) warningstudents about possible difficultiesyah, mistakes; showing ways of self-control over the execution of operations. Also, at the introductory briefing, safety issues during training and production work are updated.

Current briefing carried out in the course of the implementation of practical work by students. It is usually individual or group. Training at this stage will be effective only if the work of the master is planned and planned. Therefore, the lesson plans should reflect the issues of teaching students to plan their activities, prepare the workplace, adjust tools and devices, develop self-control skills for the work performed, identify and correct mistakes, etc.

During the current briefing, the master focuses the attention of the entire training group on the most effective techniques and methods for performing the operation being studied, assists students who are poorly prepared to complete the task, etc.

The activation of the students' activity is carried out by introducing elements of competition, game moments, a phased assessment of the performance of individual operations, and the results of work as a whole.

During the current briefing, it is important to emphasize the issues of economics (the use of materials, electricity, reducing labor costs when performing a particular operation) and the ecology of production.

Final briefing has several didactic and educational goals: an objective assessment of the results of collective and individual work in a group, the identification of students - the best workers and their encouragement, the identification of general and individual miscalculations in the performance of certain labor operations, ways to eliminate them, etc. A properly constructed final briefing has a great educational impact on students, contributing to the formation of such qualities of a future worker, specialist as responsibility for the results of their work, teamwork, a sense of satisfaction from the work performed, and an aesthetic attitude to work.

In a modern industrial training lesson, two forms of training are combined:group and brigade-individual . In the group form of training, all student groups perform the same tasks, the same training and production work, which allows the master to conduct introductory, current and final briefings simultaneously with the entire group and greatly facilitates the management of the individual work of students. This creates the most favorable conditions for the systematic study of educational material.

In the direct conduct of practical work, an increasing place is occupied by the brigade-individual form of training, the significance of which lies in preparing future professionals for work in a brigade or team.

Depending on the goals and content of the studied material, the following types of industrial training lessons are distinguished:

– lessons on the study of labor techniques or operations , the purpose of which is to give students production and technical knowledge, initial skills and abilities to perform the studied techniques or operations;

– lessons on the implementation of complex work , the purpose of which is to acquaint students with gradually becoming more complex educational and production work, labor organization and planning of the technological process, improving and consolidating skills and abilities, performing previously studied operations in various combinations.

Occupation in laboratories, training workshops . Practical (industrial) training in laboratories, training workshops is one of the important conditions for expanding the range of educational and industrial activities of students. This is such an organization of practical training, in which various types of work are replaced in accordance with the sequence of the technological process.

An important condition is the completeness of the technological cycle in the production of products. For this, a facility is needed where production conditions are created that are as close as possible to real production, where graduates will have to work.

Equipment in laboratories, training workshops is placed in a certain technological sequence for the production of real products, which allows you to organize the activities of students and gives them the opportunity to see their contribution to the implementation of the production plan. All this activates the work of students.

The master of industrial training is obliged to coordinate the course of the educational process with the real possibilities and requirements of laboratories, training workshops and at the same time maintain his leading role in the training and education of students, determine rational forms of organizing educational work in a group, apply the most appropriate methods and methods of teaching and guide each student .

The concept of vocational training methods

"Brainstorm" (Eng. Brainstorming) is one of the most commonly used methods of stimulating creative activity, allowing you to find a solution to any complex problem. The basic principle of brainstorming is that no one should be judgmental or critical of any idea that comes up during the discussion. Brainstorming assumes that everyone has some degree of creativity. During brainstorming, all restrictions are removed and the potential can be used to the fullest.

This technology is presented as a means of stimulating intellectual creativity, in which the participants in the work are invited to express as many solutions as possible, incl. the most fantastic.

Students are divided by the teacher into two groups. The task of the "generators" is to sketch out as many sentences as possible. The task of the “critics” is to choose the best ideas from the proposed ones.

The brainstorming process consists of the following steps:

1. Formulation of the problem. Determining the conditions of group work. Formation of working groups. And a separate expert group of "critics", whose duties at the next stage will include the development of criteria, evaluation and selection of the best of the ideas put forward.

2. Warm up. Questions and answers. The task of this stage is to help participants to get rid of the impact of psychological barriers as much as possible.

3. "Storm" of the problem. The tasks are clarified once again, the rules of behavior in the course of work are reminded. The generation of ideas begins at the signal of the leader in all working groups. One expert is attached to each group, whose task is to record on a board or a large sheet of paper all the ideas put forward.

4. Expertise - evaluation of the collected ideas and selection of the best of them in a group of "critics" based on the criteria developed by them.

5. Summing up - a general discussion of the results of the work of the groups, the presentation of the best ideas, their justification and public defense. Making a general group decision, fixing it.

Any participant at each stage of the "brainstorming" has the opportunity to speak in a strictly limited time, usually within one to three minutes.

The brainstorming host does not have the right to comment or evaluate the statements of the participants. But he can interrupt the participant if he speaks off topic or has exhausted the time limit, as well as in order to clarify the essence of the proposals made.

"Debate" - is a form of discussion, conducted according to certain rules. The socializing significance of this technology lies in the fact that it is a mechanism for introducing students to the norms and values ​​of civil society, as well as adapting them to the conditions of modern society, which implies the ability to compete, debate, defend their interests.

"Learning in collaboration" - the goal is to develop the ability to work effectively together in temporary teams and groups and achieve high-quality results. This is such an organization of classes, during which students form information and communication competencies, develop mental abilities as a result of solving a problem situation prepared by the teacher. The work of students is built around the key issues identified by the teacher.

Students develop the ability to organize joint activities based on the principles of cooperation.

"Method of developing cooperation" - characteristic of himsetting tasks that are difficult to accomplish individually and for which cooperation is needed, the unification of students with the distribution of internal roles in a group (6 people), and goal-setting, planning, implementation of practical tasks and reflexive-evaluative actions are carried out by the student himself, i.e. he becomes the subject of his own learning activity.

Creative groups can be permanent and temporary. They are mobile, i.e. students are allowed to move from one group to another, communicate with members of other groups. After each group proposes its solution, a discussion begins, during which the groups, through their representatives, must prove the truth of their solution.The main teaching methods are: individual, then pair, group, collective setting goals; collective planning of educational work; collective implementation of the plan; designing models of educational material; designing a plan of their own activities; independent selection of information, educational material; game forms of organization of the learning process.

"Method 6-6" - one of the methods of group solution of creative problems. At least 6 group members for 6minutes formulate specific ideas that should contribute to solving the problem facing the group. Everyonea member of this group writes down his thoughts on a separate sheet.After that, the group organizes a discussion of all prepared options. During the discussion fromclearly erroneous opinions are sown, disputed ones are clarified, groupedaccording to certain signs, all the remaining ones. The main task facing the rest of the students of the group is to selectseveral most important alternatives (their number should be less than the number of participants in the discussion.

"Methods with the use of obstructing conditions"

Time Constraint Method . Basicsis based on the significant influence of the time factor on the mental activity of the student. With limited time, the student is either limited to using the material that he knows best (say, using a template option), or the solution is deformed to some extent.

Different groups of students may react differently to time limits: some become active during the time limit and achieveresults are higher than in a “calm” environment; others - with a limited time, reduce their results and do not always reach the final solution;third -become confused, panicked and refuse to solve the problem.

Sudden ban method , consisting in the fact that at some stage the student,it is forbidden to use any mechanisms (details, etc.) in your actions,established dies, well-known types and designs.The use of this method in the classroom will contribute to the development of the ability to change their activities depending on specific circumstances.

Method of new options. The essence of itis the requirement tothread the task in a different way, find new ways to complete it, whichwhere there are already several solutions. This always causes additional activation of activity, aims at creative search.

Reflection (conclusion) begins with the concentration of the participants on the emotional aspect, the feelings that the participants experienced during the lesson. The second stage of the reflexive analysis of the lesson is evaluative (the attitude of the participants to the content aspect of the methods used, the relevance of the chosen topic, etc.). The reflection ends with the general conclusions that the teacher makes.

Sample list of questions for reflection:

What made the biggest impression on you?

What helped you in the course of the lesson to complete the task, and what hindered you?

Is there anything that surprised you during the session?

What guided you in the decision making process?

Were the opinions of the group members taken into account when performing their own actions?

How do you evaluate your actions and the actions of the group?

If you were to play this game again, what would you change in your behavior patterns?

Non-traditional methods or interactive learning allows you to solve several problems at the same time, the main of which is the development of communication skills. This training helps to establish emotional contacts between students, ensures the implementation of educational tasks, because it teaches you to work in a team, listen to the opinions of your comrades, provides high motivation, strength of knowledge, creativity and imagination, sociability, an active life position, the value of individuality, freedom of expression, emphasis activity, mutual respect and democracy. The use of interactive forms in the learning process, as practice shows, relieves the nervous load of students, makes it possible to change the forms of their activity, switch attention to the key issues of the topic of the lesson.

It can be concluded that the use of active and interactive teaching methods reduces the level of stress, removes barriers in communication, makes the lesson more “alive”, multifaceted. Students learn to think, discuss, express their own opinions, show leadership qualities, hear each other, make decisions, take responsibility for themselves and other members of the group, and work for a common result. They develop experience in search and heuristic activities, and develop general and professional competencies. As a result, teachers note, the results of academic performance increase. Students learn to learn on their own. The role of the teacher is in organizing the process, regulating it, correcting it, leading the process in the right direction, and obtaining the planned result.

Bibliography

1. Budarnikova L.V. School of a young teacher: Methodological guide for teachers-mentors and beginner teachers / L.V. Budarnikova, V.V. Gordeeva, T.V. Khurtova. - Volgograd: Teacher, 2007. - 139 p.

2. Zagvyazinsky V.I. Theory of learning in questions and answers: a textbook for students. higher textbook institutions / V.I. Zagvyazinsky. – M.: Academy, 2008. – 160 p.

3. Moreva N.A. Pedagogy of secondary vocational education: a textbook for students. higher educational institutions: in 2 volumes. T. 1: Didactics / N.A. Moreva. – M.: Academy, 2008. – 432 p.

4. Panfilova A.P. Game modeling in the activity of a teacher: a textbook for students. higher textbook institutions / A.P. Panfilov. – M.: Academy, 2008. – 368 p.

5. Semushina L.G. The content and technology of teaching in secondary specialized educational institutions: a textbook for teachers. medium institutions. prof. education / L.G. Semushina, N.G. Yaroshenko. – M.: Mastery, 2001. – 272 p.

Currently, our country is undergoing serious changes in the entire education system. One of the factors that caused the processes of reorganization of the university (in particular) model of education is the processes of globalization, which have affected almost all aspects of our lives, and the informatization of the educational process associated with modern computer technologies. The emergence of more progressive concepts, familiarization with the best practices of countries leading the market of educational services (primarily the United States and Great Britain), and the development of a national, Ukrainian model of education on this basis is aimed at solving the problem of demand in a market economy for a future specialist - a university graduate, the issue the effectiveness of the acquired knowledge, the mobility of his professional qualifications in the conditions of modern times.

On the basis of new information and pedagogical technologies, teaching methods, it became possible to change, and radically, the role of the teacher, to make him not only a carrier of knowledge, but also a leader, the initiator of the student's independent creative work, to act as a conductor in the ocean of diverse information, contributing to the independent development of the student's criteria and ways of orientation, the search for the rational in the informative flow. In the current conditions of the development of the educational services market in Ukraine and the requirements of the era of information technology, teaching should combine directive and modern, innovative, interactive learning models developed by practice. Thus, 3 non-traditional (alternative) teaching methods are distinguished: problem-based, programmed and remote. Next, we will tell you more about each.

Problem-Based Learning Methods

The most widely used methods of problem-based learning are problematic presentation of the material, exploratory conversation, independent search and research activities of the student, and problematic homework. Let's take a closer look at each of these methods.

Problem statement most appropriate in cases where students do not have sufficient knowledge, for the first time they encounter a particular phenomenon. In this case, the search is carried out by the teacher himself. In essence, it shows students the way of research, search and discovery of new knowledge, thereby preparing them for similar independent activities in the future. A problematic presentation requires from the teacher not only free possession of educational material, but also knowledge of the paths science followed, discovering its truths.

With a problematic presentation of the material, the teacher directs the thinking process of students, raises questions that focus their attention on the inconsistency of the phenomenon being studied and make them think. And before the teacher gives an answer to the question posed, students can already give an answer to themselves and check it with the course of reasoning and the conclusion of the teacher.

It is advisable that students in notebooks make concise notes of the stated (at least in the form of a plan). When preparing material for a problematic presentation, the teacher should highlight what students should write in their notebooks. In a problematic presentation, it is often useful to divide the material into separate logically connected parts. After the presentation of each such part, students are allowed to ask questions.

Problematic conversation is used if students already have the minimum knowledge necessary for active participation in solving a learning problem. In the process of such a conversation, under the guidance of a teacher, they seek and independently find the answer to the problematic question posed. Usually, a search conversation is carried out on the basis of a problem situation specially created by the teacher. Students, on the other hand, independently outline the stages of the search, expressing various proposals, putting forward options for solving the problem (hypotheses).

Search conversation- a necessary preparatory step for the work of students at the level of research.

So that the search conversation does not result in the work of only a small group of students and in the observation of this process "from the side" of the rest, you must have the following:

• 1) after formulating the problem, make sure that all students understand its meaning (for this, it is enough to ask one or two weak students);
• 2) do not rush to start the discussion, i.e. do not start it immediately as soon as the first student raises his hand;
• 3) systematically ask those who are not active, encouraging them in case of a successful performance.

Experience shows that under these conditions it is possible to keep all students in working tension and gradually develop an interest in creative work in the vast majority of them.

Independent search and research activities of students is the highest form of independent activity. It is possible only when students have sufficient knowledge necessary to build scientific provisions, as well as the ability to put forward hypotheses.

It should be noted that study study has some features:

• · The truth that students discover in the course of solving an educational problem is already known in science. For students, these facts are new, and they think like pioneers.
• · Teaching research is always conducted under the guidance, with personal participation and assistance of the teacher. But at the same time, students must be convinced that they themselves have reached the goal. In this regard, it is necessary to distinguish between internal prompts, which seem to extract the students' own thoughts, and external ones, which leave students only to perform technical work, removing the need for search.
• · Case study is not a universal method. Only elements of research can be included in the activities of students, research can be applied only when studying certain topics or issues.
• · Research assignments, as a rule, first involve practical work to collect facts (experiment, observation, work with a book) and only then their theoretical analysis and generalization. In this case, the problem is often not detected immediately, but in the course of detecting a discrepancy, a contradiction between the revealed facts.

Problematic homework.

Due to the limited time in the classroom, it is rarely possible to offer students rather complex problematic tasks. In addition, not all types of problematic tasks can be used in the classroom. Only in pairs it is impossible to fully take into account the individual characteristics of students. Home problem assignments open up broader opportunities for the development of gifted and interested in a particular subject students. But problem tasks are useful not only for “average” and strong students. In almost any class, there are usually students who do not show interest in the subject. For these students, simple problematic individual tasks can be useful, but their goal is different: to make students believe in themselves, to arouse interest in the subject.

When evaluating problematic homework, not only the correctness of the solution is taken into account, but also its simplicity and originality.

Problem-based learning can only lead to significant positive developmental outcomes for learners if it is applied systematically and covers the main activities of learners.

Programmed learning.

Appeared and gained great popularity in the 50-60s, "programmed learning" was then criticized. A great and widely publicized upsurge was followed by some recession, and there is still a discussion around programmed learning, in which significantly different, sometimes opposing points of view are expressed.

The term "programmed learning" is borrowed from the terminology of computer programming, obviously because, just as in computer programs, the solution of a problem is presented in the form of a strict sequence of elementary operations, in "training programs" the material being studied is presented in the form of a strict sequence of frames, each of which contains, as a rule, a portion of new material and a control question or task.

Programmed learning does not reject the principles of classical didactics. On the contrary, it arose in the course of a quest to improve the learning process by better implementing these principles. To this end, it provides:

• 1) correct selection and division of educational material into small portions;
• 2) frequent control of knowledge: as a rule, each portion of the educational material ends with a control question or task;
• 3) transition to the next portion only after the student has become familiar with the correct answer or the nature of the mistake he made;
• 4) providing the opportunity for each student to work with his own, individual, speed of assimilation (i.e., the implementation of an individual approach to learning in practice), which is a necessary condition for the active independent activity of students in mastering educational material.

These four features characterize programmed learning.

Programmed learning is carried out with the help of a "training program", which differs from a regular textbook in that it determines not only the content, but also the learning process.

There are two different systems for programming educational material - "linear" and "branched" programs, which differ in some important assumptions and structure. Combined training programs are also possible, which are the result of a combination of two programming methods.

In a linear program, educational material is presented in small portions, frames, including, as a rule, a simple question on the material being studied in this frame. It is assumed that a student who carefully read this material will be able to accurately answer the question posed. When moving to the next frame, the student first of all finds out whether he answered the question of the previous frame correctly. Since each frame contains very little information on new material, even by simply comparing his wrong answer (if he did make a mistake) with the right one, the student can easily find out exactly where he made a mistake.

In a branched program, the educational material is divided into portions that carry more information than in linear programming. At the end of each frame, students are offered a question, the answer to which they themselves do not formulate, but choose from several answers given in the same frame, of which only one is correct. Wrong answers are chosen by the compilers of the program, of course, not at random, but taking into account the most likely mistakes of students. The student who chooses the correct answer is sent to the page on which the next portion of the new material is presented. The student who has chosen the wrong answer is sent to the page on which the error is explained and is invited to return to the last frame in order to carefully read the material presented in it again, choose the correct answer or, depending on the error, open the page on which an additional clarification of the unknown.

Comparing the two systems for programming educational material, it can be noted that with linear programming, the student independently formulates answers to control questions, with branched programming, he only chooses one of several ready-made (already formulated by someone) answers. In the first case, the system of "constructive answers" is used, in the second - the so-called "multiple choice" system. In this regard, obviously, some advantage of the linear program is revealed, since the questions that arise in any field of activity usually do not have answers prepared anywhere in advance. Students who solve these questions should be able to formulate answers on their own, and not just choose them from those already formulated.

On the other hand, a branched program is compiled taking into account the possible erroneous answers of students and from this point of view it is closer to the real learning process. In a branched program, it is especially important that it leads different students to assimilate new material in different ways, taking into account their capabilities and needs for additional clarifications and instructions. One student moves straight from one portion of the new material to the next, while the other uses additional explanations, explanations of his erroneous answers, reflecting a misunderstanding of the educational material. As a result, it turns out that different students advance in the assimilation of the studied material at different individual speeds. It is these individual learning rates that are taken into account in programmed learning that are not taken into account in any other learning, and taking into account the individual learning rate ensures the implementation of the principle of an individual approach to learning.

Programmed learning can be done using so-called learning machines or machine-less learning using programmed textbooks.

The main disadvantage of machine-free programmed learning is its bulkiness and monotony. In addition, having the opportunity to freely flip through a programmed textbook, some students will violate the instructions and read the pages out of order that correspond to the chosen answer (if the textbook is compiled according to a branched program), or they may peep the answer before they have formulated it themselves (if the textbook compiled according to the linear program). Practice has shown that machine-free programmed learning is perceived only by very diligent students, who, with non-programmed learning, show no worse results.

Computer-based learning machines or automated learning systems (ATS) are created that automatically ensure the execution of the training program: they "open" the answer only after the student has "reported" his answer, "submit" the necessary frames, changing their sequence depending on the selected responses by learners, i.e. provide different implementations of the learning program for different learners, etc.

Programmed learning is sometimes misidentified as machine learning, or unsupervised learning. In reality, this is not so. All learning machines, including the most advanced ones, are only automated systems (and not automatic) created to help, and not replace, the teacher.

Programmed learning contains a number of advantages, primarily in the implementation of the principle of an individual approach, timely feedback (student-teacher). However, there is not enough experimental data to introduce it into the wide practice of teaching. A lot of research work is still needed here, including the design of learning machines and ASOs, and the compilation of rational learning programs. The issues of combining programmed learning with other teaching methods, the possibility and expediency of using individual elements of programmed learning in order to better take into account the individual speeds of mastering mathematical material by strong, average and weak students have also been insufficiently studied. This is especially important to take into account in teaching mathematics, where the boundaries of individual learning rates are wider than in other subjects, and focusing on an idealized average student usually leads to a loss of interest in the subject for some and poor performance for others.

A comprehensive study of these and other issues can make programmed learning useful and applicable in the broad practice of school and university education.

Distance learning.

Distance learning is considered as an independent system, one of the forms of education. Therefore, it is logical to turn to the possible options for organizing distance learning, their specifics, in order to determine, firstly, for what purposes this or that option may be most appropriate and under what conditions, and secondly, what are the specifics of the components of each of the possible options, namely : what effect does this or that option have on the organization of the educational process, the selection of content, methods, organizational forms and teaching aids.

Currently, the existing network of open and distance education in world practice is based on six well-known models using various traditional and new information technology tools: television, video recordings, printed manuals, computer telecommunications, etc.

Many scientists, in turn, offer the following models of organization of the educational process, allowing more fully (in their opinion) to realize the possibilities of Internet technologies: integration of full-time and distance learning; network training; offline online courses; information-subject environment; network training and case technologies; distance learning based on interactive television (Two-way TV) or computer videoconferencing.

Integration of full-time and distance learning- this is the most promising model, as already accumulated practice shows, both in relation to school education (specialized courses, the use of distance learning courses to deepen knowledge, eliminate gaps in knowledge), and to university education.

It is quite obvious that courses could be created on the basis of resource centers (other schools, universities, colleges) and they could be taught by teachers of these centers based on integration with the full-time education system of the above profiles. Moreover, the development of such courses could be carried out on a corporate basis by several centers where there are areas similar or close in profile. Students would have a fairly wide choice of specialized areas, and the development and management of these courses by qualified teachers of resource centers, leading universities in the country would guarantee the quality of such education. Accordingly, it would be possible to speak about the creation of an information-subject environment for this profile. Then the preparation for the unified state exam would have gained more significant motivation. So far, all these ideas can only be expressed in the subjunctive mood, since no one, either at the level of the ministry or at the level of specific universities, has a clearly developed position in this direction, let alone a program of action. In the meantime, an increasing number of students prefer to switch to external studies, because they cannot combine the full schedule of hours with an in-depth profile course. However, our task is to show the possibilities, albeit potential uses, of various distance learning models.

The integration of distance and face-to-face education is also very promising in terms of the wider use of the student component, training according to individual programs, which has recently become more and more widespread. It is becoming more and more obvious that the class-lesson system, as it exists in our school, is a brake on the intellectual development of the student, especially in the upper grades. 6-7 lessons of 45 minutes each, during which the student must delve into the essence of each new knowledge, and then the same 6-7 homework assignments do not leave any chance for deepening into the material being studied, a more serious study of the problem, an independent search for information to solve the problem , reasoning about the information found, i.e. The main goal of modern education is the formation of the ability to work with information. The working day of a student is already in the 8th grade, not to mention older students, lasts at least 10-11 hours. Quite easily it would be possible to transfer most of the information material, which does not require significant intellectual effort for its comprehension, to remote forms, including possible forms of testing, control, and necessary consultations. Replacing these forms of classroom activities with independent, abstract, project activities, followed by presentation at seminars, discussions, etc., could not only significantly relieve the student's precious day time, but also create conditions for productive independent creative activity, and the teacher - the possibility of additional consultations for those students who need it. Thus, the possibilities of integrating full-time and distance learning are quite promising, although they require certain organizational and administrative decisions. The future, however, undoubtedly belongs precisely to such forms of education, not only in universities, but also at school.

Network learning. Network training is necessary for those cases when there are difficulties with the quality provision of students with full-time forms of education (for children with disabilities, for children in rural areas, as well as for students and adults who want to improve their professional level, change their profession, etc.) . In this case, special, autonomous distance learning courses are created, i.e. on individual academic subjects, sections or topics of the program or entire virtual schools, departments, universities. Autonomous courses are more designed to master a particular subject, deepen knowledge in this subject, or vice versa, eliminate knowledge gaps.

Any distance learning course is a full-fledged educational process. As for the virtual school, this means the creation of a well-structured information and educational space or environment that contains all the training courses provided for by the curriculum or curriculum, a library of such courses (by class, by program sections, etc. ), laboratory and practical work, additional information (virtual libraries, excursions, dictionaries, encyclopedias, etc.). It also provides for the possibility of using various pedagogical and information technologies to organize joint activities of students in small groups of cooperation at different stages of education, contacts with the teacher, discussion of issues within the framework of teleconferences, forums, organization of joint projects, etc.

This model of education can completely replace the full-time form of education and be self-sufficient for obtaining a quality education, provided that it is properly organized. The demand for such a model of education according to UNESCO is already quite high in Ukraine, both among the adult population and children, especially adolescents. This demand will grow over the years as more and more people want to get a full education or deepen their knowledge in certain subjects, not being able to attend full-time educational institutions, or being dissatisfied with the quality of education at the local level. The information-subject environment is an integral educational system of a school course (with differentiation) or one or another university specialty with a complete set of the entire information array, necessary and sufficient to achieve the learning objectives in this educational system.

Network training and case technologies. The network learning and case technology model is designed to differentiate learning. The fact is that in a large number of cases there is no need to create electronic online textbooks if there are already printed manuals approved by the Ministry of Defense. It is much more efficient to build training based on already published textbooks and teaching aids and with the help of additional material posted on the net, either to deepen this material for "advanced" students, or to give additional explanations, exercises for weak students. At the same time, consultations of teachers, a system of testing and control, additional laboratory and practical work, and joint projects are envisaged.

Interactive television (Two-way TV). Interactive television is connected with television technologies and is still very expensive. This is a broadcast of classes using video cameras and television equipment over a distance. This is the distributed class model discussed above. Time will tell what will be more accessible - interactive TV or video conferencing in networks.

This model of distance learning completely imitates the face-to-face form. With its help, the walls of the classroom seem to move apart, and the audience expands due to distant students with whom the teacher and students can make contact (like a teleconference). Accordingly, this model requires the presence of students (as well as in person) at a certain time, in a certain place.

As can be seen from the models presented above, each of them has its own specifics and is designed to solve specific didactic tasks. Each model has its own user. Therefore, it is difficult to give preference to one or another model. The specificity of each model of the distance learning process determines the selection and structuring of the content of education, methods, organizational forms and means of education.

teaching educational seminar distance learning