Teaching methods and techniques

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

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

Different authors distinguish the following teaching methods: story, explanation, conversation, lecture, discussion, work with a book, demonstration, illustration, video method, exercise, laboratory method, practical method, test, survey (varieties: oral and written, individual, frontal, condensed), programmed control method, test control, abstract, didactic game, etc. This list is far from complete.

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

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

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

the goals of education, upbringing and development of students;

Features of the content of the studied material;

Features of the methodology of teaching a particular academic subject;

The time allotted for the study of a particular material;

the level of preparedness of students, their age characteristics;

the level of pedagogical skills of the teacher;

· material and technical conditions of training.

Rice. 4.4. Choice of teaching methods

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

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

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

Rice. 4.5. Reception and method ratio

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

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

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

TRAINING RECEPTION

a specific operation of interaction between a teacher and a student in the process of implementing a teaching method. By. are characterized by the subject content organized by them cognizant. activities and are determined by the purpose of use. In ped. lit-re P. o. often treated as part of the method, otd. act of learning, the smallest structural unit of the learning process, a cycle of actions aimed at solving elementary uch. tasks. All these characteristics are true, however do not reveal essential signs of P. of the lake.

Real learning consists of certain techniques. At the level of objects of combination of techniques make up methods and even holistic methods. systems. Since P. o. for each account subject set, then the criterion for determining their essence, completeness and sufficiency are general didactic. method. concretely embodied by the given P. o., and organized by the cognizant. activity. At the same time, one P. o. capable of serving the implementation of a number of methods, i.e. change their ped. entity, others - serve only one method. So, the method of working with a textbook, map, chart can serve explanatory-illustrative, reproductive or research. methods; the method of repeated reformulation by the teacher of the explanation of the phenomenon given by him serves only the explanatory-illustrative method, etc. But no matter how many P. of. teaching methods and do not go beyond these methods. In a private subject method of teaching, i.e. method specific to each account. subject, sets P. o. variable, depending on the specific content of the account. material and the expected level of assimilation. Within the framework of the same goal, a specific teaching methodology includes many combinations of decomp. P. O., which creates conditions for the choice of methods by the teacher, their combination and construction of new ones. The correct choice of P. about. and their combinations is due to the peculiarity of the content (ready-made, skills and abilities, emotional and value attitude to the object of study), the method and the planned level of assimilation, the available means of implementation, the degree of effectiveness of the reception. The level of preparation of students and a specific account are also taken into account. situation.

An urgent problem is the creation of a system of P. about. for each account subject, relevant didactic. system of teaching methods. These systems are variable and are the sphere of unlimited creative initiative of methodologists and teachers, characterizing their individual appearance and method. handwriting.

Lit .: Itelson E. I., Techniques and teaching methods, joint venture, 1972, No. 2; Kharkivsky 3. S., Chu rakov a R. G., Teaching methods and techniques, v. 1-3, 1973-77; The choice of teaching methods in cf. school, ed. Yu. K. Babansky, M., 1981. I. Ya. Lerner

Russian Pedagogical Encyclopedia. - M: "Great Russian Encyclopedia". Ed. V. G. Panova. 1993 .

See what "RECEPTION OF TRAINING" is in other dictionaries:

TRAINING TECHNIQUES- TRAINING TECHNIQUES. Specific actions and operations of the teacher, the purpose of which is to convey knowledge, form skills and abilities, stimulate the learning activities of students to solve particular problems of the learning process. In the structure of each method ... ...

learning techniques- specific operations of interaction between the teacher and the student in the process of implementing teaching methods. By. are characterized by the subject content, the cognitive activity organized by them and are determined by the purpose of the application. In the pedagogical ... ... Pedagogical terminological dictionary

reception- a; m. see also. receptionist, receptionist 1) to accept to accept 1), 9), 11), 16) Acceptance of applications. Reception and delivery of cases. Reception for preparation… Dictionary of many expressions

RECEPTION- RECEPTION. The basic category of the methodology, the smallest learning unit in the teacher's activity, "an elementary methodological act aimed at solving a specific task of the teacher at a certain stage of the practical lesson" (Lyakhovitsky, ... ... A new dictionary of methodological terms and concepts (theory and practice of teaching languages)

reception- RECEPTION, a, m The method of action in the performance, implementation of what l. Teaching methods… Explanatory dictionary of Russian nouns

Hartmann's maneuver— Erich Hartmann Erich Alfred Hartmann April 19, 1922 September 20, 1993 Nickname Bubi Blond Knight Black Devil ... Wikipedia

Under artificial lighting- 11.16 With artificial lighting in classrooms, normalized levels of illumination and indicators of lighting quality (discomfort indicator and pulsation coefficient of illumination) must be provided in accordance with hygienic ... ... Dictionary-reference book of terms of normative and technical documentation

Active learning methods- (MAO) a set of pedagogical actions and techniques aimed at organizing the educational process and creating conditions by special means that motivate students for independent, proactive and creative development of educational material ... Wikipedia

The system of successive interrelated actions of the teacher and students, ensuring the assimilation of the content of education. M. o. characterized by three features: it indicates the purpose of learning, the method of assimilation, the nature of the interaction of subjects of learning. ... ... Russian Pedagogical Encyclopedia

Learning outcomes (I) (learning outcomes, I)- Editors' commentary. As in the case of transpersonal psychology, this topic, in our opinion, is so important and so broad that it is presented here in two different ways. We believe that the reader, having become acquainted with ... ... Psychological Encyclopedia

Books

• Commercial Geography of Russia. Theoretical foundations of the course and teaching methods, E. L. Plisetsky. For the first time in modern geographical and economic literature, the monograph provides a rationale for a new scientific and educational direction - commercial geography, which is being formed on ... Buy for 713 UAH (only Ukraine)
• Reader of socio/game methods of teaching at school lessons. Interactive technologies of modern education in elementary grades, V. M. Bukatov, A. P. Ershova. The use of social / playful techniques in the classroom awakens children's interest in each other. But it also helps teachers in their ability to understand their own and children's behavior. And the next step is to know...

Pedagogical technologies.

At present, human culture (be it science, art, technology or communication) is looking back in an attempt to understand what it is and where it is going.

This general trend corresponds to the processes taking place in domestic and foreign pedagogical science and practice. Today, the task is to transform the school educational space from a potentially educational space into a truly self-developing system based on self-design and facilitating the solution of the diverse and complex tasks of the formation of a person in culture, i.e. such an educational space in which the child is considered not as an object of the teacher's teaching influences, but as a self-changing subject of learning.

The creation of conditions under which the student is the subject of activity, i.e. becomes an active participant in the educational process, possibly in various ways. Among these methods, as a rule, there are three. And they are built, firstly, on the basis of interest in knowledge, secondly, on the basis of a fascinating way of studying the subject, and, thirdly, on the motivation of learning.

Fraternal schools existed 400 years ago in Poland and Western Belarus. The teachers in these schools believed that education alone could defeat the enemy. And the main thing for them was to follow the commandment: "First love children, and then teach." Today, this commandment is also relevant, only by following it can success be achieved. Much later N.K. Krupskaya argued that any truth from the lips of a hated teacher is hateful. The teacher does not educate, does not teach, but activates, stimulates aspirations, forms the student's motives for self-development, studies his activity, creates conditions for self-movement. Self-development of the personality depends on the degree of creative orientation of the educational process, which is provided by the teacher using modern developing pedagogical technologies.

Technology I

"Developing Critical Thinking Through Reading and Writing".

Task this technology is the education of a different student, a student who knows how to work independently. This technology can be widely used when working with text, when reading and writing are required. work according to this technology can be divided into three stages.

1st stage- it's a challenge" (motivation). The teacher should try to arouse the interest of the student. (For example, start with the title of the text. What is it about? Interest the child.)

2nd stage- this is "Comprehension", i.e. an interested child reads the text on his own, trying to depict it schematically (the same reference signal according to Shatalov or a plan, only deployed on a plane and minimized by comments).

3rd stage- this is "Reflection", i.e. processing information when discussing with classmates; and here there may be consolidation in the form of oral or written retelling.

Technology II

"Collective-mutual learning".

You can apply this technology when studying new material, expanding knowledge on a topic, when repeating.

In this lesson, children can work both in groups and individually, independently. If the teacher preferred the first form of work, then each group should come up with conclusions at the end of the lesson.

Each student in the process of collective-mutual learning participates in the discussion of information with partners. In addition, the principle established by psychologists applies here: the material read is assimilated by 20-30%, heard - 30-40%, and used in practice is assimilated by 50-70%. The exchange of information, ideas, personal experience, a quick discussion of what is gleaned from various sources, the identification and discussion of disagreements and differences, the release of feelings and experiences: all this creates precisely those conditions under which:

• improve skills in this material;
• memory is included in the work;
• each student feels more free;
• despite the fact that learning is collective, the way of activity is individual for each;
• develops the child's ability to work in a team. That's what it is advantage this way of learning.

Technology III

"Modular Learning".

All material on any large topic is divided into separate blocks. Tasks can be of different levels, i.e. there is a student-centered approach to learning. Each block must contain a verification work.

A lesson on modular technology can be built using several forms of work. For example:

1st stage of the lesson is a debate on a given topic, which promotes development of logical thinking; develops the ability to ask and answer questions. At the core scientific controversy lies in the dispute, and since controversy means cooperation.

2nd stage of the lesson- lecture notes. Those. the teacher presents the new material in the form of a lecture, and the students make notes, write out the main ideas, make a schematic model of the material being presented, etc. etc. This work helps develop independence and the ability to choose the right information.

3rd stage of the lesson– lecture with feedback, i.e. after stage 2, the teacher asks a series of questions on the topic, and the answers of the students, which they give using their notes, allow understand how well the material is learned.

Technology IV

"An integrative approach to learning".

It is known that the profile nature of the senior level requires a deeper, more pragmatic nature of education. Principle interdisciplinary relationship, allowing for a practical orientation and individualization of education, is the main principle of integrative learning.

Practical application of the integrative learning system shows that this system:

• forms and develops cognitive interests, creative abilities, general educational skills, self-education skills, allowing in the future to adapt to the dynamic conditions of the educational space;
• ensures the development and formation of communicative competence, namely the ability to conduct a dialogue in natural situations of communication;
• contributes to the education of respect for the cultural values ​​of not only their own country, but also respect for the traditions and customs of other peoples;
• has a vocational nature of education, as students can compare, find similarities, differences in the problems studied in different areas, thereby determining the area of ​​their interests.

When mastering an integrative course it is necessary to designate subject-content aspect, namely:

• a minimum of information content, which includes theoretical and factual blocks of knowledge;
• language aspect: expressions of theoretical knowledge and lexical and grammatical means of expressing factual knowledge;
• communicative aspect: with the help of lexical and grammatical means of the thematic dictionary, communication is improved in order to inform the interlocutor-listener;
• the cognitive nature of the integrative course, which involves the widespread use of textual material, since the text is a source of acquiring knowledge, both theoretical and factual.

Thus integrative course involves the transfer of communication functions (cognitive, regulatory, value-oriented, etiquette), which the student masters within the framework of the basic level of one subject, to a new subject content.

Technology V

"Technology of working with audio and video materials".

Main tasks use of such technology in the classroom are:

• "immersion" of students in the world of a particular fragment of the lesson or the lesson itself;
• development in students of such cognitive skills as observation, choice, anticipation, hypotheses, etc.;
• learning to analyze a lesson or fragment;
• teaching commenting and critical attitude to the implementation of the objectives of the lesson or fragment.

Work on this technology based at 3 stages of working with audio and video materials known in the methodology:

1st stage– work before viewing/listening;

2nd stage– viewing/listening;

3rd stage– work after watching/listening.

This technology allows

• to form in students a sense of confidence - "I can do that too";
• "polish" their knowledge, skills, abilities;
• to develop students' skills of independent activity.

It is very useful to involve students in the lesson on this technology, who in the future may become teachers, because. This helps develop and instill a creative approach to the organization of the lesson; allows to teach a serious attitude to the work performed; and the most important thing, helps create a sense of belonging to the school among students.

Technology VI

"Health-Saving Technologies".

Health-saving technologies in the classroom help to maintain and strengthen the health of students. The process of learning in school requires from the child not only the ability to learn. He must be physically and psychologically ready to systematically perform school assignments, regardless of his own desire.

The concept of "Health-saving technologies" is nothing more than a variety of techniques, forms and methods of work, because the constant change of activity relieves both physical and psychological stress, and therefore protects the health of students from potential harm.

In the classroom, the teacher should minimize the negative impact of neuro-physical stress, and for this, "switch" children from one activity to another. Include in the lessons a small block of the studied material, a physical minute and a musical break. All this gives additional energy, a joyful mood, a sparkle appears in the eyes of children. Familiar material is certain knowledge, skills, and they help to achieve such a degree of emotional well-being that will allow children to fully “live” the lesson (at the first stage of the lesson). The second stage of the lesson, as a rule, involves some kind of verification, and this is always stress (“suddenly, wrong!”). The best way to quickly get out of a state of stress is exercise, movement. At the end of the lesson, leaving time for a musical break is an excellent way to relieve stress, because good music has a positive effect on both the physical condition and the psyche.

Technology VII

Project method.

Any planned set of works necessary to achieve a certain goal is called a project.

Each individual work included in the complex (project) requires a certain amount of time. Some jobs can only be done in a certain order. There are works included in the complex that can be performed independently of each other, simultaneously.

The method of projects is learning on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge. Hence, it is extremely important to show children their own interest in the acquired knowledge, which can and should be useful to them in life.

essence The project method is to stimulate the interest of children in certain problems that require the possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, show the practical application of the knowledge gained.

Project method oriented on the independent activity of students - individual, pair, group, which students perform for a certain period of time.

There are the following types of projects: research, creative, role-playing, game, familiarization-oriented projects (information), practice-oriented (applied).

As an example, a project on the topic: "What are you going to be?"

Problem: the right choice of profession.

Project type:

Learning goal: provide students with practice in developing a commercial proposal for their workforce in a foreign language.

Project objectives:

1. Get to know the professions, the scope of their activities;
2. To study the professions of parents;
3. Identify the specific professions of the region;
4. Make a choice in favor of one of the professions;
5. Be able to argue your point of view;
6. Justify the necessity and usefulness of the chosen type of activity for others;
7. Be able to offer your specialty for commercial purposes in a foreign language;
8. Planned result: students develop a plan for their city in a few years, create a project and present it as a commercial product.

Materials:

• Photo,
• illustrations.

Working hours: 6 lessons.

Project work:

Lesson #1

1. Acquaintance and activation of vocabulary on the topic "Professions":

a) the name of the profession;
b) place of work;
c) characteristics of the activity.

2. Activation of grammatical structures:

a) the verb to be with the name of professions, the use of the indefinite article;
b) prepositions of place when indicating the place of work;
c) I think, the argumentation of my opinion.

Lesson #2

1. Acquaintance and activation of vocabulary denoting professional actions.
2. Work on the publication of the brochure “What do you know about these professions?”

Lesson #3

Discussion of the professions of parents and the publication of a newspaper.

Lesson #4

Acquaintance with professions that determine the specifics:

Issuance of a brochure (name of the profession, illustrations, description of professional activities). Work in groups with a dictionary, exchange of information between groups.

Lesson number 5.

1. Activation of grammatical structures:

I'm going to...
I want to...
That "s why ..., the argument for your choice.

2. Discussion and defense of the mini-project "My future job".

Lesson number 6.

Defense of the project "Our town in the future".

Students, offering their workforce as a commercial product, create their own city. Discussion by other students of these proposals and the choice of one of the proposed institutions.

This project is evaluated.

1st appointment

This technique can be used at the beginning of the lesson and / or at the end of the lesson as a generalization. This technique is called "cinquain" - from the French word "five". "Sinkwine" includes five lines, the first line consists of one word, and each subsequent line is increased by one.

For example, let's take the topic "Winter" for generalization and, in the form of a warm-up on a given topic, we will compose a "syncwine". So,

1st line- Winter. (Subject)

2nd line- Season of the year. (What is it?)

3rd line- Winter is a harsh time. (What season? What is peculiar?)

4th line Hold on people, summer is coming! (Your emotions)

5th line- Prepare the sleigh in the summer, the cart in the winter. (Proverb or quote)

or theme "Indifference"

1st line - Indifference (Subject)

2nd line - Danger line (What is it?)

3rd line - Indifference is always dangerous. (How is this expressed?)

4th line - Indifference should be punished. (Your attitude, emotions)

5th line - An indifferent friend is worse than a worst enemy. (Quote)

2nd reception

This technique is convenient to use at the stage of the call to repeat the material or at the end to consolidate. This technique is called a "cluster", translated from English - a bunch.

Placed in front of the class task:“Remember and write down everything you know about the topic “…..””.

Using this technique, I apply the following forms of work:

• discussion in pairs;
• complement each other;
• work in groups.

The result of this work is in a certain table:

There can be as many clusters as you like, it depends on the topic.

For example, the topic "4 types of questions":

3rd reception

This technique is the compilation of a table called ZHU (I know, I want to know, I found out). You can create this table on any topic on any subject. For example, in Russian on the topic "Numerals":

In this table, another column is possible - “Where can I find more information?”

4th reception

This technique is called "pencil", translated from English as a pencil. This technique is nothing more than reading with notes. That is, studying the material with a pencil in hand.

The method under consideration forces the child to read the text carefully. This technique can be fully applied when doing homework. There is only one limitation here: the text should not be very large.

So, each teacher can come up with his own marking system, and it can be varied. For example:

1. + (what I know);
2. * (new information);
3. ? (I want to know more about this)
4. ! (what caused an emotional response).

5th reception

Reading with stops is a technique that can also be applied to any subject on any topic.

Consider this technique using the example of a literature lesson, when working with episodes. A prerequisite is that the text must be new to students.

Task teachers:

1) pre-divide the text into several parts (part should be no more than half a page);

2) prepare questions for each fragment (questions can be on understanding, forecasting, analysis); and

3) prepare tasks for each of the fragments. At the end of the lesson, invite the children to remember proverbs and / or quotes on the topic.

As homework, after the work done, a presentation in the text can be offered.

As you have noticed, this technique can be distinguished as a separate pedagogical technology, i.e. technology for working with unfamiliar text. Moreover, in this technology, two interrelated aspects are distinguished: independent development of educational material and the accumulation of experience in working with educational literature.

100 r first order bonus

Choose the type of work Graduation work Term paper Abstract Master's thesis Report on practice Article Report Review Test work Monograph Problem solving Business plan Answers to questions Creative work Essay Drawing Compositions Translation Presentations Typing Other Increasing the uniqueness of the text Candidate's thesis Laboratory work Help on-line

Ask for a price

The concept of teaching method is very complex. Until now, discussions regarding a more accurate interpretation of it have not stopped in pedagogy.

The word "method" in translation from Greek means a way of knowing, studying the phenomena of nature and social life, a technique, method or mode of action; path to the truth.

In pedagogy, there are many definitions of the concept of "teaching method":

- a method of interconnected activity of a teacher and students, aimed at solving a complex of tasks of the educational process (Yu.K. Babansky);

- a way or a way to achieve goals, solve the problems of education (IP Podlasy);

- a proven and systematically functioning structure of the activities of teachers and students, consciously implemented in order to implement programmed changes in the personality of students (V. Okon).

In the Pedagogical Encyclopedia of 1965, the following definition of teaching methods is given: “the methods of work of the teacher and students through which the mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, their abilities are developed”1.

Therefore, the modern definition of the method about. teachings will be next.

Teaching method is a way to achieve the goal of learning is a system of consistent and orderly actions of a teacher who organizes, with the help of certain means, the practical and cognitive activities of students to assimilate the social experience embodied in the content of education. 2.

The teaching method can also be given the following definition: it is a way of orderly activity of the subject and object of the educational process, aimed at achieving the goals of training, development, and education.

Already in these definitions, the method appears as a multidimensional phenomenon, as the core of the educational process. The set goals are achieved through the correctly chosen path, the forms and means of achieving the goal correlated with it. Changing goals always entails a change in teaching methods.

In teaching methods, one can single out teaching methods (the activity of a teacher) and teaching methods (the activity of students in mastering knowledge). The variety of activities of teachers and students leads didacticists to a different interpretation of this concept and, on this basis, encourages them to single out a different number of teaching methods and give them the appropriate terminology. Nevertheless, most authors have a point of view according to which the teaching method is a way of organizing educational and cognitive activity.

The concept of "reception" is connected with the concept of "method". It is believed that the technique is an integral part of the method, its detail. So, for example, a lecture is a teaching method, and the communication of its plan is a technique that activates the attention of students and facilitates the perception of educational material.

The same techniques can be part of different teaching methods. Or the same method may include different techniques, based on the skill level of the teacher. These include: showing the teacher, communicating the work plan, receiving students' notes of basic concepts, comparing, etc. Techniques are used to enhance the perception of educational material by children, deepen cognition, and stimulate cognitive activity.

Techniques provide a solution to the problem performed by one method or another. In training, there are possible transitions of methods into techniques and vice versa (method into technique, technique into method), caused by the specifics of training.

Techniques corresponding to the method of problem presentation:

• counter-arguments of the teacher to the alleged opponent in the process of presentation;
• presentation to students of a deliberately violated logic of presentation, evidence and analysis by the teacher of the results obtained in this case;
• disclosure by the teacher of the causes and nature of the failures encountered on the way to solving problems;
• the teacher's discussion of possible consequences made from incorrect assumptions;
• dividing the material presented by the teacher into developing semantic moments;
• fixing students' attention on the sequence of contradictions that arise in the course of solving problems;
• an intriguing description by the teacher of the object being presented, followed by a question;
• setting the teacher on the mental solution by the students of the logical task put forward in the course of the presentation;
• rhetorical questions of the teacher during the presentation;
• presenting a conflict example to students.

Since teaching methods have a number of characteristics, they can be classified in many ways. This circumstance implies the existence of different approaches to the classification of teaching methods. The problem of classifying teaching methods became particularly acute in the 60s and 70s of the 20th century. There was not a single major domestic didactic who would not express his point of view on this issue. E.I. Petrovsky, E.Ya. Golant, D.O. Lordkipanidze and others believed that when classifying teaching methods, it is necessary to take into account those sources from which students draw knowledge. On this basis, they identified three groups of methods : verbal, visual and practical. And indeed, word, visual aids and practical work are widely used in the educational process.

AND I. Lerner and M.N. Skatkin developed teaching methods based on the nature of the educational and cognitive activity of students in mastering the material being studied. From this point of view, they identified the following methods:

• explanatory-illustrative, or informational-receptive (reception - perception): story, lecture, explanation, work with a textbook, demonstration of paintings, films and filmstrips, etc.;
• reproductive: reproduction of actions for the application of knowledge in practice, activities according to the algorithm. programming;
• problematic presentation of the studied material;
• partial search, or heuristic method;
• research method, when students are given a cognitive task that they solve on their own, choosing the necessary methods for this and using the help of a teacher.

Yu.K. Babansky divided the whole variety of teaching methods into three main groups:

• methods of organization and implementation of educational and cognitive activities;
• methods of stimulation and motivation of educational and cognitive activity;
• methods of control and self-control over the effectiveness of educational and cognitive activity.

In didactic terms, the classification of the famous Belarusian teacher I.F. Kharlamov. He identifies five groups of teaching methods:

• methods of oral presentation of knowledge by the teacher and activation of cognitive activity of students: story, explanation. school lecture, conversation; illustration and demonstration during the oral presentation of the studied material;
• methods of consolidating the studied material: conversation, work with a textbook;
• methods of independent work of students to comprehend and assimilate new material: work with a textbook, laboratory work;
• methods of educational work on the application of knowledge in practice and the development of skills and abilities: exercises, laboratory work;
• methods for testing and evaluating students' knowledge, skills and abilities: everyday observation of students' work: daily observation of students' work, oral questioning (individual, frontal, compacted), assignment of a lesson score, tests, checking homework, programmed control, testing.

The discussion on the problem of classification of teaching methods has significantly advanced pedagogical science, since different points of view reflected the natural process of differentiation and integration of knowledge about them. At the same time, it is impossible not to admit that, despite all the attempts made, today there is no generally accepted classification of teaching methods in didactics.

Characteristics of the main groups of teaching methods.

Didactic research shows that the naming and classification of teaching methods is characterized by great diversity, depending on which approach is chosen in their development. The classification proposed by I.E. Petrovsky, E.Ya. Golant, D.O. Lordkipanidze and others. They believed that when classifying teaching methods, it is necessary to take into account the sources from which students draw knowledge. On this basis, scientists have identified three groups of methods: verbal, visual and practical.

Verbal teaching methods include: storytelling, explanation, school lecture, conversation.

The story and explanation of the teacher. These are the most common methods of organizing educational work.

The story is a method of narrative-reporting presentation of the material being studied by the teacher and enhancing the cognitive activity of students. Most often, the story is used when presenting educational material, which is descriptive. For example, a brief biography of a writer in literature classes, material on the geographical location and natural conditions of a country in geography and history, facts and examples related to the history of scientific discoveries in physics, chemistry, and mathematics.

The story as a method is applied at all stages of schooling. It activates perception, develops interest, curiosity, imagination and thinking.

In an explicit form, the story is used mainly at the stage of familiarization with new material to create a holistic view of students. In subsequent stages, it is combined with other methods.

The effectiveness of the method is ensured by the thoughtfulness of the story plan, the sequence of presentation of the material, the validity of the examples and facts used, the use of comparison and comparison techniques, clarity, emotionality, the duration of the work (from 10 to 15 minutes), the presence of conclusions.

An explanation is a conclusive presentation of a law, a rule, a course of solving a problem, a device device, as well as an analysis of the corresponding natural phenomena, historical events and dates, and features of a work of art.

The method of explanation is used when revealing the meaning of words and concepts, the principles of operation of various devices, when studying new material, building a system of scientific reasoning and evidence, disclosing cause-and-effect relationships, presenting theoretical positions that reveal the essence of natural phenomena or social life.

The effectiveness of the explanation method depends on a deep knowledge of the scientific component of the content of academic disciplines, a clear setting of tasks, determining the essence of the problem involved, the sequence of disclosure of cause-and-effect relationships, argumentation, construction of evidence, accuracy of formulations; depth and accessibility of presentation, correction of knowledge gained by students; taking into account the individual and psychological characteristics of students, mobilizing the attention of children.

The explanation method is used to work with all age groups. It is more effective in middle and high school. This is due to the greater development of students' abstract thinking and the increasing complexity of the educational material.

The story and explanation are used in the study of a relatively small volume of educational material. Starting from grades 7–8, teachers have to verbally present a significant amount of new knowledge on certain topics, spending 20–30 minutes of a lesson on this, and sometimes the entire lesson. Therefore, the lecture form is used.

The word lecture is of Latin origin and translated into Russian means reading. The tradition of presenting material by verbatim reading of a pre-written text (summary) dates back to medieval universities. For example, in England it is still considered obligatory for a university professor to come to class with the text of a lecture and use it when presenting material to students. In other countries, this tradition has lost its meaning, and the concept of a lecture means not so much the reading of a pre-prepared text, but a specific method of explaining the material being studied. The lecture is also used in general education schools. A school lecture assumes that the teacher for a relatively long time orally presents a significant amount of educational material, using techniques to enhance the cognitive activity of students.

Since the lecture belongs to the form and method of oral presentation of knowledge by the teacher, the question arises of its difference from the story and explanation. The lecture differs from the story in that the presentation here is not interrupted by addressing the students with questions. In comparison with the story and explanation, it is also characterized by a greater scientific rigor of presentation.

The following types of lectures are distinguished:

- traditional lecture - the material is presented mainly in finished form;

- a problematic lecture or a lecture of a problematic nature - a scientific or practical problem is formulated (development directions, methods and options, problems, predicted consequences);

- a lecture-conversation or conversational lecture - is used in cases where the listeners have certain information on the problem or are ready to join in its discussion.

The lecture presentation of the material ensures the completeness and integrity of its perception. Students are included in the process of active mental actions and dynamic "getting used to" the reality of what is being stated (factors, phenomena, events, historical eras, positions of heroes, the world of thoughts of heroes and ideas of scientists). Sustained voluntary attention, purposefulness, note-taking skills develop.

Conversation. The story, explanation and school lecture are among the monologue, or information-reporting teaching methods. In contrast, conversation is a dialogic method of presenting educational material (from the Greek dialogos - a conversation between two or more persons), which in itself speaks of the essential specifics of this method. The essence of the conversation lies in the fact that the teacher, through skillfully posed questions, encourages students to reason and analyze in a certain logical sequence of the studied facts and phenomena and independently formulate the corresponding theoretical conclusions and generalizations.

The main point of the conversation is to encourage students to use questions to reason, analyze the material and generalize, to independently “discover” new ideas, laws of conclusions, etc. for them. Therefore, when conducting a conversation to comprehend new material, it is necessary to pose questions in such a way that they require not monosyllabic affirmative or negative answers, but detailed reasoning, certain arguments and comparisons, as a result of which students isolate the essential features and properties of the objects and phenomena being studied and in this way acquire new knowledge.

Questions should have a clear sequence and focus, which will allow students to comprehend the internal logic of the acquired knowledge.

Conversation as a teaching method cannot ensure the achievement of all didactic goals, in particular, the formation of practical skills. Therefore, it is advisable to use in combination with other methods.

When communicating new knowledge, a conversation can go inductively (i.e. from particular known observable phenomena to general conclusions) or deductively (from a general position to particular cases).

By appointment in the educational process, the following types of conversations are distinguished: introductory or introductory (organizing); communication of new knowledge; fixing; control and correction.

An introductory conversation is held at the beginning of a lesson or other training session. With its help, students are prepared for the perception and assimilation of new educational material. This type of conversation helps to understand the significance of the upcoming work, forms ideas about its content, specifics and features.

When communicating new knowledge, the conversation is built in the form of questions and answers, mainly when analyzing read texts, memorizing answers (catechetical). It helps to lead students through skillfully posed questions, their knowledge and life experience to the assimilation of new knowledge, the definition of concepts, and the search for a method for solving a problem. A well-organized conversation creates the subjective impression that the student himself made a "discovery", made a difficult path to scientific truth.

Reinforcing conversations are used to deepen, generalize and systematize knowledge. They are usually held at the end of the lesson learning new material.

Control and correctional conversations can be organized as frontal or individual. They are used to determine the level of assimilation of knowledge by students, their correction, clarification, addition, concretization.

The effectiveness of the conversation depends on the careful preparation of the teacher, the thoughtfulness of the questions, their logical sequence. Questions should develop all kinds of thinking, correspond to the level of development of students. On the part of students, the answers should be conscious, and reasoned and correctly formulated.

Discussion. A significant place among the verbal teaching methods is given in the modern school of educational discussion. Its main purpose in the learning process is to stimulate cognitive interest, to involve students in an active discussion of different scientific points of view on a particular problem, to encourage them to comprehend existing approaches to arguing someone else's and their own position. The use of an educational discussion presupposes a thorough preliminary preparation of students, both in terms of content and formality, as well as the presence of at least two opposing opinions on the problem under discussion. The discussion is based on knowledge and ability to express an idea, to convince opponents. In the course of the educational discussion, the ability of students to clearly and accurately formulate their thoughts, build a system of reasoned evidence is manifested. In this situation, of course, the teacher himself must demonstrate examples of argumentation to the students, teach students to accurately express their thoughts and be tolerant of the wording of schoolchildren, respectfully amend their argumentation.

Educational discussion as a teaching method has proven itself in the senior classes of the general education school, gymnasiums and lyceums. It develops divergent thinking, reflection and intuition in students.

Work with the textbook. It is very difficult for students in the learning process to remember all the information received. They should memorize the fundamental provisions on which classes in a particular academic subject are based. Schoolchildren should be able to independently find more specific provisions in a textbook or other educational literature, which should be taught in the classroom. This is one of the most important ways to prepare students for self-education.

In elementary grades, work with the book is carried out mainly in the classroom under the guidance of a teacher. In the future, students are increasingly learning to work with the book on their own. There are a number of techniques for independent work with printed sources. The main ones are:

• note taking - summary, a summary of what was read. Note-taking is conducted in the first person, which better develops independent thinking.
• scheduling the text. The plan can be simple or complex. To draw up a plan, after reading the text, it is necessary to break it into parts and title each part.
• thesis - a summary of the main ideas read.
• citation- verbatim excerpt from the text.
• annotation - a concise summary of the content read without losing the essential meaning.
• peer review - writing a short review expressing your attitude about what you read.
• writing help - performance information about something obtained after searching. References are statistical, biographical, terminological, geographical, etc.
• drawing up a formal-logical model - verbal-schematic representation of what was read.
• compiling a thesaurus - an ordered set of basic concepts for a section, topic.
• filling in the matrix of ideas - definition comparative characteristics of homogeneous objects, phenomena in the works of different authors.

Working with a book is always complemented by other teaching methods. The selection of books for the organization of the educational process is carried out on the basis of the recommendations of methodologists and subject teachers.

Visual teaching methods include observation, illustration, and demonstration. Their main feature is that the main source of information when using them is not a word, but various kinds of objects, phenomena, technical and visual means. These methods are quite often combined with verbal teaching methods. Their purpose is to reinforce the information given by the teacher, but they can be used with elements of problem-based learning and be creative.

As a teaching method, observation is an active form of sensory cognition. More often this method is used in the study of natural cycle subjects. Observations can be carried out both under the guidance of a teacher in the classroom, excursions, and independently by students on the instructions of the teacher.

When using this method, careful preparation is required: the development of observation schemes, teaching students how to record and process observation data and use them, etc. It contributes to the development of independent work skills, has a great cognitive, organizing and educational value.

illustration method involves the rational use of visual materials in the pedagogical process: paintings, posters, diagrams, drawings, graphs, diagrams, portraits, maps, models, atlases. Structural representation of information on the blackboard, computer presentations provide an effective perception of information.

Demo Method consists in showing the actions of real devices or their models, various mechanisms, technical installations. Setting up experiments and conducting experiments, showing processes (of various origins), design features, properties of materials, collections (materials, art products, paintings, samples of materials, etc.) also belong to the demonstration method.

The demonstration method ensures the perception of both external forms (characteristics) and internal content not only in statistics, but also in the dynamics of their flow, which is very important for students to understand the deep essence, laws, patterns and principles of their action and existence, the conditions that generate them.

The effectiveness of the method is achieved with the active participation of students in its implementation, who get the opportunity to directly "measure the results", change the course of processes, set the parameters of the mechanisms, record and investigate the properties of materials, structures of objects, etc.

The demonstration method provides a voluminous, complex, multidimensional perception of information, promotes the development of all systems of perception in students, especially visual-sensory; acquisition of both theoretical and practical skills and abilities; development of cognitive activity and motivation for educational and research activities. Popular wisdom says this: "It is better to see once than hear a hundred times."

According to Zankov, four forms of combining visual aids are known: showing and explaining, verbal presentation and confirmation of what was said with clarity, showing and verbal accompaniment of a demonstration, creating an image of the imagination with the help of a word.

When conducting demonstrations, it is necessary to focus on what is being studied, on the main thing, to characterize the properties of the object, to show its different sides; explain the purpose of the demonstration, what to keep in view, highlight the objects of observation. It is also possible to supplement the demonstration with handouts by making appropriate comments.

The division of visual aids into illustrative and demonstration ones is conditional. It does not exclude the possibility of classifying individual visual aids as both illustrative and demonstrative. The introduction of new technical means in the educational process (television, video recorders, computers, etc.) expands the possibilities of visual teaching methods. In particular, the use of a computer allows students to visually see in dynamics many processes that were previously abstract. When using visual teaching methods, a number of conditions must be observed:

a) the visualization used must be appropriate for the age of the students;

b) the choice of visual aids must be considered, and it should be shown at a moderate pace and only at the appropriate moment in the lesson;

c) observation should be organized in such a way that all students can clearly see the object being demonstrated;

d) it is necessary to clearly highlight the main, essential when showing illustrations;

e) to think over in detail the explanations given during the demonstration of phenomena;

e) the visualization shown must be exactly consistent with the content of the material;

g) involve the students themselves in finding the desired information in a visual aid or a demonstration device.

Practical Methods learning is based on the practical activities of students. Their goal is to develop practical skills and abilities in schoolchildren. Practical methods are divided into: exercises, laboratory and practical work.

Exercise Method. Exercises are understood as repeated (multiple) performance of a mental or practical action in order to master it or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process. The nature and methodology of the exercises depends on the characteristics of the subject, the specific material, the issue under study and the age of the students.

Exercises are classified according to their nature. for oral, written, graphic and educational and labor. When performing each of them, students perform mental and practical activities.

Oral exercises contribute to the development of logical thinking, memory, speech and attention of students. They are dynamic, do not require time-consuming record keeping.

Written exercises are used primarily to consolidate knowledge and develop skills in their application. A written exercise contributes to the development of students' logical thinking, the culture of written speech, and independence in work. Written exercises must be combined with oral and graphic exercises.

Graphic exercises include the actions of students in drawing up diagrams, drawings, graphs, technological maps, making albums, posters, stands, making sketches during laboratory and practical work and excursions.

Graphic exercises are usually performed simultaneously with written ones in the context of solving an educational problem. Their use helps students to better perceive, comprehend and memorize educational material, contributes to the development of spatial imagination. Graphic works, depending on the degree of independence of students in their implementation, can be reproducing, training or creative in nature.

Training and labor exercises include practical work of students with a production and labor orientation. The purpose of these exercises is to apply the theoretical knowledge of students in their work activities. Such exercises contribute to the labor education of students.

Exercises are effective only if a number of requirements for them are met: a conscious approach of students to their implementation; compliance with the didactic sequence in the performance of exercises (first, exercises are presented to memorize and memorize the educational material, then to reproduce and apply the previously learned material, then to independently transfer what has been studied to non-standard situations and to the creative application of knowledge). Problem-search exercises are also extremely necessary, which form and develop in students the imagination of the ability to guess, intuition.

Lab method contributes to a deeper assimilation of theoretical knowledge, the acquisition of skills, ensures the direct inclusion of students in the processes of "acquisition" of knowledge previously acquired by science. The laboratory method provides for the performance of creative work with obtaining completely new results in science and practice, which has been proven by the practice of laboratory work carried out at school. This method stimulates the activity of actions both at the stage of preparation for conducting research, and in the process of its implementation. It gives students the opportunity to feel like participants, creators of the ongoing experience, experiment, research; to form dialectical ideas about the studied phenomena, to determine other, possibly non-traditional ways of conducting research.

The method of laboratory work is one of the dominant natural science disciplines: mathematics, physics, chemistry, biology, etc. On certain topics, laboratory work can be successfully carried out in other subjects: history, languages, fine arts, etc.

Method of practical work. It contributes to the deepening, consolidation and concretization of the acquired knowledge, equips schoolchildren with complex, integrated skills and abilities necessary for educational work, as well as for performing various work tasks in training workshops, student teams, production activities.

In the educational plan, practical work contributes to the development of attention and observation, accustoms to accuracy, rationality of actions.

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

Theoretical basis

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

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

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

learning techniques

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

Working with a book

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

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

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

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

What is needed to use the techniques and methods

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

Material means of education

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

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

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

Functions

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

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

Reception "zigzag"

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

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

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

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

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

Reception "collector"

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

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

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

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

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

Reception "intellectual ring"

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

Reception "Running associations"

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

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

Conclusion

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