Forms of training sessions in heuristic learning. Heuristic learning

Cognitive learning methods, or methods of educational knowledge, are divided into methods of science, methods of educational subjects and meta-subject. Scientific methods are research methods in physics, mathematics, geography and other sciences. These include methods of comparison, analogy, synthesis, classification, etc.

The methods of educational subjects, on the one hand, are taken from the sciences, on the other hand, they relate to the direct mastery of specific

educational areas and subjects. These are methods for studying fundamental educational objects, methods for comparing educational products of students with cultural and historical analogues, traditional methods for studying the main issues and topics of training courses.

A special kind of cognitive teaching methods are meta-subject ones, which are metamethods, corresponding to the metacontent of education. For example, a meta-method is a method of cognitive vision of the meaning of an object, meta-subject content is such objects of knowledge as matter, plant, sound.

Creative teaching methods provide students with the opportunity to create their own educational products. The traditionally understood methods of the intuitive type refer to creative methods: brainstorming, the empathy method, the pedagogical methods of the student in the role of a teacher, etc. Such methods are based on non-logical actions of students that are intuitive in nature.

Another type of creative teaching methods is based on the implementation of algorithmic prescriptions and instructions: methods of synectics, morphological box. Their goal is to create a logical framework for the creation of educational products by students.

The next type of creative methods are heuristics, i.e. techniques that allow students to solve problems by "pointing" to their possible solutions and by reducing the options for enumeration of such solutions.

Organizational methodslearning are divided into methods of students, teachers and education managers - the main subjects of education. Methods of students are methods of educational goal-setting, planning, control, reflection, etc. This group of methods is unconventional for schools, students usually hardly participate in the construction of their education. It is no less important to teach children the methods of organizing and building their own educational trajectory than the methods of the sciences they study.

Education management methods- these are pedagogical and administrative methods of organizing educational processes at the appropriate level. They are in many ways identical to the organizational methods of students, since the same principles apply to a teacher, a particular school or the entire education system as to teaching individual students. This group of methods is used in the creation and development of educational processes on the scale of teaching a single course, a group of courses, or the entire school.

COGNITIVE METHODS

A feature of cognitive methods (methods of educational knowledge) is that their application leads to the creation of educational products, i.e. creative result. Therefore, the methods of cognition are also creative. However, the primary purpose of using these methods is the knowledge of the object, so their main specificity is associated with cognitive rather than creative processes.

The empathy method means “feeling” a person into the state of another object. Based on the ancient idea of correspondence between macro- and microcosm, human knowledge of the surrounding world is the communication of like with like. Man's mission here is to move into his home, into the Universe. The method of empathy is quite applicable for the "settlement" of students in the studied objects of the surrounding world. Through sensory-figurative and mental representations, the student tries to "move" into the object being studied, to feel and know it from the inside.

The condition for the successful application of the empathy method is a certain state of the students, the mood created by the teacher.

At first, it may be like a game to which children react, usually with some amusement. Then, when the educational results are received and realized, the students will stop taking this method lightly and accept it as a truly educational method.

To get used to the essence of a tree, stone, cat, cloud, candle and other educational objects, the use of verbal instructions such as: “Imagine that you are the plant that stands in front of you, your head is a flower, your body is a stem, your arms- leaves, legs - roots ... " At the moments of the best “getting used to it”, the student asks questions to the object-himself, tries to perceive, understand, see the answers on a sensual level. The thoughts, feelings, sensations that are born at the same time are the educational product of the student, which can then be expressed by him in oral, written, sign, motor, musical or pictorial form. Observation of the object in this case turns into self-observation of the student, who manages to identify himself with the object.

Students usually note that such exercises develop the ability to think and understand phenomena from different points of view, they teach to include not only the mind, but also feelings in cognition.

This method turns out to be extraordinarily effective, since it includes the usually unused abilities of children. Children of primary school age are characterized by the ability to experience the observed, sensually cognize the surrounding objects, using the methods of their "humanization".

The method of semantic vision. This is a continuation and deepening of the previous method. The simultaneous concentration of students on the educational object of their vision and "inquisitively tuned" mind allows them to understand (see) the root cause of the object, the idea contained in it, the first meaning, i.e. the internal essence of the object. Also, as in the method of empathy, it requires the creation of a certain mood in the student, consisting of active sensory-mental cognitive activity. The teacher can offer students the following questions for semantic "questioning": What is the reason for this object, its origin? How is it arranged, what is going on inside it? Why is he like this and not something else? Exercises for the purposeful application of this method lead to the development of such cognitive qualities in students as intuition, insight, insight.

Figurative vision method- emotional-figurative study of the object. It is proposed, for example, looking at a number, figure, word, sign or real object, draw the images seen in them, describe what they look like. An educational product as a result of the observation of students is expressed in a verbal or graphic figurative form, i.e. students speak, write down or draw the results of their research.

The method of symbolic vision. A symbol, as a deep image of reality, containing its meaning, can act as a means of observing and cognizing this reality. The method of symbolic vision consists in finding or building connections between the object and its symbol by the student. After clarifying the nature of the relationship between the symbol and its object (for example, light is a symbol of goodness, a spiral is a symbol of infinity, a dove is a symbol of peace, a pancake is a symbol of Shrovetide), the teacher invites students to observe any object in order to see and depict its symbol in a graphic, symbolic , verbal or otherwise. An important place is occupied by the explanation and interpretation of the "symbols" created by the children.

Heuristic question method developed by the ancient Roman teacher and orator Quintilian. To find information about any event or object, the following seven key questions are asked: Who? What? What for? Where? How? How? When? Pair combinations of questions generate a new question, for example: How-When? The answers to these questions and their various combinations generate unusual ideas and solutions regarding the object under study.

Comparison method is used to compare versions of different students, their versions with cultural and historical analogues, which were formulated by great scientists, philosophers, theologians, when comparing various analogues with each other. To teach this method, students are asked questions: What does it mean to compare? Is it always possible to compare everything? Point out what, in your opinion, cannot be compared, and try to compare the incomparable nevertheless.

Heuristic observation method. Observation as a purposeful personal perception of various objects by a student is a preparatory stage in the formation of his theoretical knowledge. Observation is the source of the student's knowledge, a way of obtaining them from the reality of being, i.e. it can be attributed to heuristic teaching methods.

Observing students receive their own result, including: a) the informational result of observation; b) the method of observation used; c) a complex of personal

ny actions and sensations that accompanied the observation. The degree of creativity of the student in the course of his observation is determined by the novelty of the results obtained in comparison with those already available to him before.

Simultaneously with receiving the information given by the teacher, many students during the observation see other features of the observed object, i.e. acquire new information and construct new knowledge. This process is either spontaneous, if the teacher does not organize it, or purposeful, if the teacher uses a special methodology for teaching observation. The purpose of this method is to teach children to extract and construct knowledge through observation.

Fact method. Conscious possession by students of the physical sense organs requires consistent development in further cognitive activity. First of all, this refers to such a stage of cognition as the search for facts, their difference from non-facts. Experience shows that it is not easy for students to distinguish between what they see, hear, feel, and what they think. The need for natural perception of educational objects with the help of physical sense organs requires the use of this teaching method, revision and change of the usual content of education.

Here is a fragment of the lesson, which discusses the facts found by students about the burning of a match, reveals knowledge about the methodology of cognition:

Alexei:“... At first, gray smoke went, then it disappeared, I saw a flame, it was of different colors - blue, orange, green, water appeared on the match itself near the flame ...”

Stella:"The smoke has dissolved - this is not a fact, maybe it does not dissolve."

Pavel:“Water on a match? It's not a fact!" (Specially checked. It turned out that liquid actually appears near the flame.)

Galya:“Lesha was carried away by one and did not see what was happening at the same time. You can compare facts that happen at the same time. It will be a new fact."

Research method. The object of study is selected - natural, cultural, scientific, verbal, symbolic or other: a leaf of a tree, a stone, a drop of water, an element of clothing, a poem, a saying, signs, a letter, a number, a sound, an equation, a geometric figure, a rite. Students are invited to independently explore a given object according to the following plan: research objectives - work plan - facts about the object - experiments, drawings of experiments, new facts - questions and problems that have arisen - versions of answers, hypotheses - reflexive judgments, conscious methods of activity and results - conclusions. Such algorithmization of students' activities does not detract from their creativity. On the contrary, by completing all the steps listed in sequence, almost any student will inevitably receive their own educational result. The teacher helps the children to increase the volume and quality of such a result. This is achieved by systematic repetition of the algorithmic stages of the study.

Concept construction method. The formation of the studied concepts in students begins with the actualization of their existing ideas. For example, younger students already know the terms "number", "word", "sky", "winter", "movement"; older students - "algorithm", "value", "molecule", etc. By comparing and discussing children's ideas about the concept, the teacher helps to build them up to some cultural forms (not necessarily to those that are in textbooks!). The result of such work is a collective creative product - a jointly formulated definition of a concept, which is written on the board. At the same time, the teacher invites the children to get acquainted with other formulations of the concept, which are given, for example, by the authors of various textbooks or other books. Various formulations remain in the students' notebooks as a condition for their personal self-determination in relation to the concept being studied.

Rule construction method. The rules studied in general education courses can be created, “discovered” by students. For example, from the text proposed by the teacher, students identify the spellings that underlie the rules, and then create their own texts based on these rules. The study is conducted according to the algorithm specified by the teacher, which depends on the type of text and the task. For example, to study the literature of the epic in the lessons of the literature, the algorithm of activity has the following form: a) formulate the features of the style of the epic; b) detect the spelling, the rule underlying the text; c) formulate the linguistic features of the epic.

The method of hypotheses. Students are offered a task - to construct versions of answers to the question or problem posed by the teacher. The initial task is to choose the basis for constructing versions. Students offer initial positions or points of view on the problem, learn a diverse scientific, diverse approach to constructing hypotheses. Then they learn to formulate their answers to the question most fully and clearly, relying on logic and intuition.

The method of hypotheses develops when solving prognostic problems such as "what will happen if ...". The method of traveling to the future is effective in any educational field as a way to develop the skills of foresight, forecasting, hypotheticality.

Prediction Method differs from the hypothesis method in that it is applied to a real or planned process. For example, students are invited to investigate the dynamics of changes in a pea seed placed in a humid environment. Children make observations, make sketches. The teacher offers the students a task: draw a sprout as it will become in 3 days, in a week, etc. Students, relying on previous observations, discovered patterns and their own predictive abilities, perform a drawing. After a given time, the forecast is compared with reality, the results are discussed, and conclusions are drawn.

error method. This method involves changing the established negative attitude towards mistakes, replacing it with the constructive use of mistakes (and pseudo-errors) to deepen educational processes. Error is considered as a source of contradictions, phenomena, exceptions to the rules, new knowledge that is born in opposition to the generally accepted ones. Attention to the error can be not only for the purpose of correcting it, but also to find out its causes, ways to get it. Finding the relationship between error and "correctness" stimulates the heuristic activity of students, leads them to an understanding of the relativity and variability of any knowledge.

Theory Construction Method. Students are invited to perform a theoretical generalization of their work in the following ways: 1) the facts discovered by the students are classified according to the bases given by the teacher, for example: facts about the structure of an object, facts about its functions, facts about processes, facts about relationships; 2) types of positions of observers are clarified, for example, chronological position (successive fixation and description of events), mathematical (quantitative characteristics of the object, its shape and proportions are studied), figurative (expressive verbal characteristics of the object, its symbolic features are found); 3) questions and problems are formulated relating to the most remarkable facts, for example: Does the color of wax affect the color of a candle flame? Where does the burnt part of the wick go? Why can't you take the flame in your hands?

Further classes ensure the development of the educational process in the following sequence of theoretical generalizations.

ny: facts - questions about them - hypotheses of answers - construction of a theoretical model - consequences of the model - evidence of the model (hypotheses) - application of the model - comparison of the model with cultural counterparts. Methods for constructing a theoretical model by students are established by the teacher depending on the educational area or topic being studied.

CREATIVE METHODS

Creative teaching methods are focused on the creation of a personal educational product by students. In this case, cognition is possible, but it occurs "in the course" of the actual creative activity. The main result is a new product.

Invention Method- this is a way to create a product previously unknown to students as a result of their certain mental actions. The method is implemented using the following techniques: a) replacing the qualities of one object with the qualities of another in order to create a new object; b) finding the properties of an object in a different environment; c) a change in the element of the object under study and a description of the properties of the new, changed object.

The "if only" method. Students are invited to write a description or draw a picture of what will happen if something changes in the world, for example: the force of gravity will increase 10 times; endings in words or the words themselves will disappear; all volumetric geometric shapes will turn into flat ones; predators will become herbivores; all people will move to the moon, etc. The implementation of such tasks by students not only develops their ability to imagine, but also allows them to better understand the structure of the real world, the relationship of everything with everything in it, the fundamental foundations of various sciences.

Figurative painting method recreates such a state of the student, when the perception and understanding of the object being studied seem to merge, his holistic, undivided vision occurs. As a result, the student has a figurative picture of a flower, a tree, a cloud, the Earth or the entire Cosmos. Since it is very important for a person to be able to create and convey a holistic image of a cognizable object, students are invited to depict, for example, their picture of nature or the whole world, i.e. to express with the help of drawings, symbols, key terms the fundamental foundations of nature, the connections between them. During such work, each student not only thinks on a different scale, correlates his knowledge from different fields of science, but also feels, feels the meaning

depicted reality. By offering such a task 2-3 times a year, it is possible to assess changes in students' worldviews and make the necessary adjustments to the learning process.

hyperbolization method. The object of knowledge, its individual parts or qualities, increases or decreases: the longest word, the smallest number is invented; aliens are depicted with large heads or small legs; the sweetest tea or a very salty cucumber is prepared. The starting effect of such imaginations can be given by the Guinness World Records, which are on the verge of going out of reality into fantasy.

agglutination method. Students are invited to combine qualities, properties, parts of objects that are not connected in reality and depict, for example, hot snow, the top of an abyss, the volume of emptiness, sweet salt, black light, the power of weakness, a running tree, a flying bear, a meowing dog.

"Brainstorm"(A.F. Osborne). The main task of the method is to collect as many ideas as possible as a result of freeing the discussion participants from the inertia of thinking and stereotypes. The assault begins with a warm-up - a quick search for answers to questions of a training nature. Then the task is clarified once again, the rules of discussion are reminded, and - start.

Everyone can express their ideas, supplement and clarify. An expert is attached to the groups, whose task is to record the ideas put forward on paper. "Storm" lasts 10-15 minutes. For the "assault" questions are proposed that require an unconventional solution. For example: How to determine the length of a copper wire wound on a coil without unwinding it? How to determine without a compass whether an unfamiliar planet has a magnetic field or not? How, without resorting to additional lighting, can you see objects under water?

The work is carried out in the following groups: generating ideas, analyzing the problem situation and evaluating ideas, generating counter-ideas. The generation of ideas takes place in groups according to certain rules. At the stage of generating ideas, any criticism is prohibited. Replicas, jokes, relaxed atmosphere are strongly encouraged. Then the ideas received in groups are systematized, united according to general principles and approaches. Further, various obstacles to the implementation of the selected ideas are considered. The criticisms made are evaluated. Only those ideas are finally selected that have not been rejected by critical remarks and counter-ideas.

Brainstorming process consists of the following steps.

1. Formulation of the educational problem, substantiation of the problem to find its solution. Definition of conditions and rules of collective work. Formation of several working groups of 3-5 people and an expert group that will evaluate and select the best ideas.

2. Warm up. Quick search for answers to questions and tasks of a training nature. The purpose of this stage is to help students get rid of awkwardness, constraint, stiffness.

3. "Storm" of the problem. Once again, the task is specified, the rules of discussion are recalled. The generation of ideas begins at the signal of the teacher simultaneously in all groups. Everyone expresses their ideas aloud. It is forbidden to criticize the proposed ideas, you can only supplement and combine them. An expert is attached to each group, whose task is to record the ideas put forward on paper. "Storm" lasts 10-15 minutes.

4. Evaluation and selection of the best ideas by a group of experts.

5. Reporting the results of brainstorming. Discussion of the results of the work of groups, evaluation of the best ideas, their public defense.

Synectics method(J. Gordon) is based on the method of brainstorming, various types of analogies (verbal, figurative, personal), inversion, associations, etc. First, the general signs of the problem are discussed, the first solutions are put forward and eliminated, analogies are generated and developed, the use of analogies to understand the problem , alternatives are selected, new analogies are sought, and the problem is returned to. In synectics, analogies are widely used - direct, subjective, symbolic, fantastic (Granovskaya, Krizhanskaya, 1994, pp. 129-130).

Morphological box method or the method of multidimensional matrices (F. Zwicky). Finding new, unexpected and original ideas by making various combinations of known and unknown elements. The analysis of features and relationships obtained from various combinations of elements (devices, processes, ideas) is used both to identify problems and to search for new ideas.

Inversion Method or call method. When stereotyped techniques prove fruitless, a fundamentally opposite alternative solution is used. For example, they try to increase the strength of the product by increasing its mass, but the opposite solution turns out to be effective - the manufacture of a hollow product. Or, the object is examined from the outside, and the solution of the problem occurs when considering it from the inside. K.E. Tsiolkovsky "invented a cannon, but a cannon flying, with thin walls and letting out gases instead of nuclei ...".

§ 4. Organizational methods of justice

Methods of the organizational activity type are represented by a sufficient number of individual methods that are combined into groups.

Methods of student goal setting: students' choice of goals from the set proposed by the teacher; classification of goals compiled by children with subsequent detailing; discussion of student goals for realism and achievability; designing goals by students using predetermined algorithms; compiling by students of their own taxonomy of educational goals and objectives; formulating goals based on the results of reflection; the ratio of individual and collective goals, the goals of the student, teacher, school; development of value norms and provisions at school.

Methods of student planning. Schoolchildren are invited to plan their educational activities for a certain period - a lesson, day, week, or on a topic, section, creative work. The plan can be oral or written, simple or complex, the main thing is that it indicates the main stages and activities of the student to achieve his goal. In the course of work, the plan may be changed, supplemented or replaced; the student fixes the changes, finds out their causes, and at the end of the work carries out a planning reflection.

Methods for creating educational programs for students. The creation of individual educational programs requires students to master a set of methods: semantic vision of the subject of their studies; setting the main goals and directions of activity; selection of studied issues and topics, the method of self-determination in their diversity; planning method; the method of determining the conditions for achieving their goals; method of adequate self-assessment and reflection.

Rulemaking methods. The development by students of the norms of individual and collective activity is a heuristic process that requires the use of methodological methods: reflection of activity, determining its elements, establishing subjects of activity and their functional rights, setting organizational and thematic frameworks, formulating rules and laws.

Examples of tasks that develop methodological, pedagogical, reflexive abilities in the process of rule-making: Make instructions: “How to pronounce a word”, “How to study a word”, “How to solve a problem”, “How to observe a phenomenon”, “How to listen to music”, etc.

Methods of self-organization of learning: work with a textbook, primary sources, devices, real objects; solving problems, performing exercises; making models, crafts; creative research, etc. Methods of self-organization of students in the implementation of individual educational programs are also becoming significant: methods for developing programs, their coordination with other programs (teachers, students), correction of programs, methods for evaluating results, etc.

Mutual learning methods. Students in pairs, groups or in collective lessons with the whole class perform the functions of a teacher, applying a set of pedagogical methods available to them.

The review method. The ability to take a critical look at the educational product of a friend, his oral answer, the material of the textbook, the video film watched, analyze their content, highlight the main points - the necessary conditions for self-

student definitions. The introduction of the review method into training is preceded by preparatory work. The first reviews are compiled using special reference schemes. Evaluations and judgments of students are encouraged, a positive attitude towards reviews is fixed.

Students' reviews are evaluated on a par with other products of their creative activity. The analysis of student reviews allows you to establish feedback with students, diagnose their knowledge, and correct further learning.

Control methods. Heuristic learning changes the criteria for evaluating educational activities. In traditional education, the student's educational product is evaluated by the degree of its approximation to a given model, i.e. the more accurately and fully the student reproduces the given content, the higher the assessment of his educational activity. In heuristic learning, the student's educational product is evaluated by the degree of difference from the given one, i.e. the more scientifically and culturally significant difference from a known product a student manages to achieve, the higher the assessment of the productivity of his education.

Reflection methods. The educational result of learning is only that which is realized by the student.

The organization of students' awareness of their own activities has two main types: 1) current reflection carried out in the course of the educational process; 2) final reflection, completing a logically or thematically closed period of activity.

Current reflection involves the organization of mental activity of students according to the type of shuttle: after the cycle of objective activity (mathematical, historical, linguistic, etc.) is completed, the following occurs: a) stop of objective activity; b) activation of reflexive activity, i.e. return of children's attention to the main elements of the implemented objective activity: its directions, types, stages, problems, contradictions, results, methods of activity used.

Final reflection differs from the current one in the increased volume of the period under review, as well as in a greater degree of assignment and certainty on the part of the teacher. The forms, methods and content of the final reflection are included in the teacher's educational program. At the end of a lesson, day, week, quarter, academic year, students are offered a special lesson in which they reflect on their activities, answering the questions: What is my biggest work for the school year? How have I changed in a year? What is my biggest success? Why and how did I achieve it? What is my biggest difficulty? How did I overcome it or will I overcome it? What didn’t work for me before, but now it works? What are the changes in my knowledge? What did I understand about my ignorance? What have I learned in math, language, etc.? What have I learned to do? What new types and methods of activity have I applied and learned? What are the main stages of my education this academic year, what are their specifics?

Self-Assessment Methods. The student's self-assessment follows from the final reflection and completes the educational cycle. Self-assessment is of a qualitative and quantitative nature: qualitative parameters are formulated on the basis of the student's educational program or are set by the teacher; quantitative - reflect the completeness of the student's achievement of goals. Qualitative and quantitative self-assessment of the student's activity is his educational product, which is compared with cultural and historical analogues in the form of assessments of the teacher, classmates, independent experts.

In heuristic learning, the main factor in the choice of teaching methods is the task of organizing the productive activity of students. .

Linguistic Encyclopedic Dictionary / Ch. ed. V.N. Yartseva, - M.: Sov. Encyclopedia, 1990. - 685 p. P.298.

Khoruzhenko K.M. Culturology. Encyclopedic Dictionary. - Rostov-on-Don: Phoenix Publishing House, 1997 - 640 p. P.302.

Philosophical Dictionary. / Ed. I.T. Frolova. – M.: Politizdat, 1986. – 560 p. S. 278.

Russian Pedagogical Encyclopedia: In 2 vols. / Ch. ed. V.V. Davydov, - M.: Great Russian Encyclopedia, 1993. - 608 p. T. 1 - A - M. S.298.S. 566.

Kapterev P.F. pedagogical process. - St. Petersburg, 1905.

Golant E.Ya. Teaching methods in the Soviet school. - M., 1957.

Lordkipanidze D.O. Principles of organization and teaching methods. - M., 1957.

Danilov M.A., Esipov B.P. Didactics, - M., 1957

Basics of didactics. / Ed. B.P. Esipov. - M., 1967.

Babansky Yu.K. Methods of teaching in a modern comprehensive school. - M., 1985.

Lerner I.Ya. Didactic foundations of teaching methods. - M., 1981.

Skatkin M.N. Process improvement. - M., 1971.

Didactics of secondary school. / Ed. M.N. Skatkin. – M.: Enlightenment, 1982. 319 p. pp. 193 - 207.

1. Pedagogy / Under the editorship of P.N. Gruzdeva and others - M., 1940.

2. Pedagogy / Ed. I.T. Ogorodnikova, P.N. Shimbareva. - M., 1954.

3. Pedagogy / Ed. I.A. Kairova, N.K. Goncharova, B.P. Esipova, L.V. Zankov. –M., 1956.

4. Lordkipanidze D.O. Principles, organization and methods of teaching. –M., 1957.

5. Danilov M.A., Esipov B.P. Didactics. –M., 1957.

6. Golant E.Ya. Teaching methods in the Soviet school. –M., 1957.

7. Lemberg R.G. School teaching methods. – Alma-Ata, 1958.

8. Essays on Pedagogy / Ed. A.G. Kovaleva and others -L., 1963.

9. Pedagogy: Course of lectures / Ed. G.I. Schukina and others - M., 1966.

10. Fundamentals of didactics / Ed. B.P. Esipov. –M., 1967.

11. Ogorodnikov I.T. Pedagogy. –M., 1969.

12. Ilyina T.A. Pedagogy. –M., 1969.

Lerner I.Ya. Didactic foundations of teaching methods. - M., 1981. S. 17-18.

Didactics of secondary school. / Ed. M.N. Skatkin. – M.: Enlightenment, 1982. 319 p. S. 186.

Sohor A.M. Explanation in the learning process: elements of a didactic concept. - M., 1988.

Methods of explanatory and literary reading. - L., 1978.

We consider a judgment as a statement expressing the speaker's attitude to the content of the expressed thought, formed by predicative words (expressing properties and relations) to the object of judgment (a separate object or a set of them). Judgments can be simple or complex. Simple judgments can be attributive, expressing the belonging of properties to a separate object, or relational judgments, reflecting the connection, the relationship of several objects. Compound judgments consist of several simple ones, interconnected by the type of conjunctive (through the logical union "and"), disjunctive (through the logical union "or") or implicative (through the logical union "if ... then") links. The formation of judgments is based on generalization. The derivation of one judgment from others is called inference.

Studies have shown that the assimilation of the content of the lecture by the listeners according to the plan previously reported by the teacher increases the memorization of the material by 10 - 12%.

For lectures on cultural disciplines, depending on the complexity and difficulty of the content, the material can be given at a speed of 60 - 80 words per minute.

The massive use of technical means leads to increased fatigue of listeners.

In this case, we can talk about working at the "automated workplace" of the student using training computer programs, information retrieval systems, etc.

For this, the methods of compiling synchronistic tables, supporting logical schemes of the text, cultural dictionaries can be used.

Chemist I.A. How to teach world artistic culture: Book. For the teacher. - 2nd ed. – M.: Enlightenment, 1994. – 160 p. pp. 136-137.

Chemist I.A. How to teach world artistic culture: Book. For the teacher. - 2nd ed. – M.: Enlightenment, 1994. – 160 p. P.45.

Bespalko V.P. Programmed learning. didactic foundations. –M., 1970.

Material overview

Heuristic teaching methods (A.V. Khutorskoy)

Basis for classifying methods

For convenience, we group the heuristic learning methods. To do this, we use the following reason. Learning the reality, the student performs the following activities:

1) knowledge (development) of objects of the surrounding world and existing knowledge about it;

2) the creation by the student of a personal product of education as the equivalent of his own educational increment;

3) self-organization of previous activities - knowledge and creation.

When performing these types of activities, the corresponding personality traits are manifested:

1) cognitive (cognitive) qualities - the ability to feel the world around us, ask questions, look for the causes of phenomena, indicate one's understanding or misunderstanding of the issue, etc .;

2) creative (creative) qualities - inspiration, fantasy, mental flexibility, sensitivity to contradictions; looseness of thoughts and feelings, movements; predictability; having an opinion, etc.;

3) methodological (organizational) qualities - the ability to understand the goals of educational activities and the ability to explain them; the ability to set a goal and organize its achievement; ability to rulemaking; reflective thinking; communication skills, etc.

Similarly to personal qualities and corresponding types of activity, we will also group teaching methods into three blocks: cognitive, creative and organizational.

1) Cognitive learning methods:

empathy method(living in) means "feeling" a person into the state of another object. Based on the ancient idea of correspondence between macro- and microcosm, human knowledge of the surrounding world is the communication of like with like. Man's mission here is to move into his home, into the Universe. The method of empathy is quite applicable for the "settlement" of students in the studied objects of the surrounding world. Through sensory-figurative and mental representations, the student tries to "move" into the object being studied, to feel and know it from the inside.

The method of semantic vision. This is a continuation and deepening of the previous method. The simultaneous concentration of students on the educational object of their vision and "inquisitively tuned" mind allows them to understand (see) the root cause of the object, the idea contained in it, the first meaning, that is, the inner essence of the object. Just as in the method of empathy, it requires the creation of a certain mood in the student, consisting of active sensory-mental cognitive activity. The teacher can offer students the following questions for semantic "questioning": What is the reason for this object, its origin? How is it arranged, what is going on inside it? Why is he like this and not something else? Exercises for the purposeful application of this method lead to the development in students of such qualities as intuition, insight, insight.

Figurative vision method- emotional-figurative study of the object. It is proposed, for example, looking at a number, figure, word, sign or real object, draw the images seen in them, describe what they look like. An educational product as a result of students' observation is expressed in verbal or graphic figurative form, that is, students speak, write down or draw the results of their research.

Heuristic observation method. Observation as a purposeful personal perception of various objects by a student is a preparatory stage in the formation of his theoretical knowledge. Observation is the source of the student's knowledge, a way of obtaining them from the reality of being, that is, it can be attributed to heuristic teaching methods.

Observing students receive their own result, including: a) the informational result of observation; b) the method of observation used; c) a complex of personal actions and sensations that accompanied the observation. The degree of creativity of the student in the course of his observation is determined by the novelty of the results obtained in comparison with those already available to him before.

Simultaneously with receiving the information given by the teacher, many students during the observation see other features of the observed object, that is, they obtain new information and construct new knowledge. This process is either spontaneous, if the teacher does not organize it, or purposeful, if the teacher uses a special methodology for teaching observation. The purpose of this method is to teach children to extract and construct knowledge through observation.

Fact method. Conscious possession by students of the physical sense organs requires consistent development in further cognitive activity. First of all, this refers to such a stage of cognition as the search for facts, their difference from non-facts. Experience shows that it is not easy for students to distinguish between what they see, hear, feel, and what they think. The need for natural perception of educational objects with the help of physical sense organs requires the use of this teaching method, revision and change of the usual content of education.

Research method. The object of study is selected - natural, cultural, scientific, verbal, symbolic or other: a leaf of a tree, a stone, a drop of water, an element of clothing, a poem, a saying, signs, a letter, a number, a sound, an equation, a geometric figure, a rite. Students are invited to independently explore a given object according to the following plan: research objectives - work plan - facts about the object - experiments, drawings of experiments, new facts - questions and problems that have arisen - versions of answers, hypotheses - reflective judgments, conscious methods of activity and results - conclusions. Such algorithmization of students' activities does not detract from their creativity. On the contrary, by completing all the steps listed in sequence, almost any student will inevitably receive their own educational result. The teacher helps the children to increase the volume and quality of such a result. This is achieved by systematic repetition of the algorithmic stages of the study.

Concept construction method. The formation of the studied concepts in students begins with the actualization of their existing ideas. For example, younger students already know the terms "number", "word", "sky", "winter", "movement"; older students - "algorithm", "value", "molecule", etc. Comparing and discussing children's ideas about the concept, the teacher helps to complete them to some cultural forms (not necessarily to those that are in textbooks!). The result of such work is collective creative product - a jointly formulated definition of a concept, which is written on the board.At the same time, the teacher invites children to get acquainted with other formulations of the concept, which are given, for example, by the authors of various textbooks or other books.Different formulations remain in the students' notebooks as a condition for their personal self-determination in relation to the studied concepts.

Rule construction method. The rules studied in general education courses can be created, "discovered" by students. For example, from the text proposed by the teacher, students identify the spellings that underlie the rules, and then create their own texts based on these rules. The study is conducted according to the algorithm specified by the teacher, which depends on the type of text and the task. For example, to study the epic literature in the lessons, the activity algorithm has the following form: a) formulate the features of the epic style; b) detect the spelling, the rule underlying the text; c) formulate the linguistic features of the epic.

The method of hypotheses. Students are offered a task - to construct versions of answers to the question or problem posed by the teacher. The initial task is to choose the basis for constructing versions. Students offer initial positions or points of view on the problem, learn a diverse scientific, diverse approach to constructing hypotheses. Then they learn to formulate their answers to the question most fully and clearly, relying on logic and intuition.

The method of hypotheses develops when solving prognostic problems like "what will happen if ...". The method of traveling to the future is effective in any educational field as a way to develop the skills of foresight, forecasting, hypotheticality.

Prediction Method differs from the hypothesis method in that it is applied to a real or planned process. For example, students are invited to explore the dynamics of changes in a pea seed placed in a humid environment. Children make observations, make sketches. The teacher offers the students a task: draw a sprout as it will become in 3 days, in a week, etc. Students, relying on previous observations, discovered patterns and their own predictive abilities, perform a drawing. After a given time, the forecast is compared with reality, the results are discussed, and conclusions are drawn.

Method of constructing theories. Students are invited to perform a theoretical generalization of their work in the following ways: 1) the facts discovered by the students are classified according to the bases given by the teacher, for example: facts about the structure of an object, facts about its functions, facts about processes, facts about relationships; 2) types of positions of observers are clarified, for example, chronological position (successive fixation and description of events), mathematical (quantitative characteristics of the object, its shape and proportions are studied), figurative (expressive verbal characteristics of the object, its symbolic features are found); 3) questions and problems are formulated relating to the most remarkable facts, for example: Does the color of wax affect the color of a candle flame? Where does the burnt part of the wick go? Why can't you take the flame in your hands?

Further classes ensure the development of the educational process in the following sequence of theoretical generalizations: facts - questions about them - hypotheses of answers - construction of a theoretical model - consequences of the model - proofs of the model (hypotheses) - application of the model - comparison of the model with cultural counterparts. Methods for constructing a theoretical model by students are established by the teacher depending on the educational area or topic being studied.

2) Creative teaching methods:

Invention Method is a way of creating a product previously unknown to students as a result of their certain mental actions. The method is implemented using the following methods: a) replacing the qualities of one object with the qualities of another in order to create a new object; b) finding the properties of an object in a different environment; c) a change in the element of the object under study and a description of the properties of the new, changed object.

Method "If...". Students are invited to write a description or draw a picture of what will happen if something changes in the world, for example: the force of gravity will increase 10 times; endings in words or the words themselves will disappear; all volumetric geometric shapes will turn into flat ones; predators will become herbivores; all people will move to the moon, etc. The implementation of such tasks by students not only develops their ability to imagine, but also allows them to better understand the structure of the real world, the relationship of everything with everything in it, the fundamental foundations of various sciences.

Figurative painting method recreates such a state of the student, when the perception and understanding of the object being studied would merge, his holistic, undivided vision occurs. As a result, the student has a figurative picture of a flower, a tree, a cloud, the Earth or the entire Cosmos. Since it is very important for a person to be able to create and convey a holistic image of a cognizable object, students are invited to depict, for example, their picture of nature or the whole world, i.e. to express with the help of drawings, symbols, key terms the fundamental foundations of nature, the connections between them. During such work, each student not only thinks on a different scale, correlates his knowledge from different fields of science, but also feels, feels the meaning of the depicted reality. By offering such a task 2-3 times a year, it is possible to assess changes in students' worldviews and make the necessary adjustments to the learning process.

Method of random associations. The method is used to generate new ideas related to changing an object, improving its properties, and solving problems. The essence of the method is based on random associations that arise in relation to the name of the object, its functions. For example, the following emerging associations may be associated with the word "nail"; "hammer", "punch", "boxer", "champion", "fruit juice", "motor oil", "friction reduction", "greasing the nail before hammering".

hyperbolization method. The object of knowledge, its individual parts or qualities, increases or decreases: the longest word, the smallest number is invented; aliens are depicted with large heads or small legs; the sweetest tea or a very salty cucumber is prepared. The starting effect of such imaginations can be given by the Guinness Records, which are on the verge of going out of reality into fantasy.

agglutination method. Students are invited to combine qualities, properties, parts of objects that are not connected in reality and depict, for example: hot snow, the top of an abyss, the volume of emptiness, sweet salt, black light, the power of weakness, a running tree, a flying bear, a meowing dog.

Everyone can express their ideas, supplement and clarify. An expert is attached to the groups, whose task is to record the ideas put forward on paper. "Storm" lasts 10 - 15 minutes. For the "assault" questions are proposed that require an unconventional solution. For example: How to determine the length of a copper wire wound on a coil without unwinding it? How to determine without a compass whether an unfamiliar planet has a magnetic field or not. Without resorting to additional lighting, suggest a way to see objects under water.

The work is carried out in the following groups: generating ideas, analyzing the problem situation and evaluating ideas, generating counter-ideas. The generation of ideas takes place in groups according to certain rules. At the stage of generating ideas, any criticism is prohibited. Replicas, jokes, relaxed atmosphere are strongly encouraged. Then, the ideas received in groups are systematized, united according to general principles and approaches. Further, various obstacles to the implementation of the selected ideas are considered. The criticisms made are evaluated. Only those ideas are finally selected that have not been rejected by critical remarks and counter-ideas.

Inversion method or inversion method. When stereotyped methods prove fruitless, a fundamentally opposite alternative solution is used. For example, they try to increase the strength of the product by increasing its mass, but the opposite solution turns out to be effective - the manufacture of a hollow product. Or, the object is examined from the outside, and the solution of the problem occurs when considering it from the inside. K.E. Tsiolkovsky "invented a cannon, but a cannon flying, with thin walls and letting gases instead of nuclei ...".

Method of multi-scientific vision. The study of the object from the standpoint of different sciences and social practices allows us to find new facets of the problem and ways to solve it. For example, simultaneous work is organized with different ways of studying the same object, for this, methods of different sciences are used - natural sciences, humanitarian, sociological. Diverse scientific methods of activity and the results obtained create a voluminous space within which many new things are discovered. Tasks with the help of which this method is implemented: "Find out what is common in color and music (in numbers and geometric shapes)"; "Describe the same flower through the eyes of a naturalist, philologist, economist, designer, kindergarten teacher, tourist, etc."

3) Organizational learning methods:

Teaching organization methods:

Methods of student goal setting: students' choice of goals from the set proposed by the teacher; classification of goals compiled by children with subsequent detailing; discussion of student goals for realism, their achievability; designing goals by students using predetermined algorithms; students compiling their own taxonomies of educational goals and objectives; formulating goals based on the results of reflection; the ratio of individual and collective goals, the goals of the student, teacher, school; development of value norms and provisions at school.

Methods of student planning. Schoolchildren are invited to plan their educational activities for a certain period - a lesson, day, week, or on a topic, section, creative work. The plan can be oral or written, simple or complex, the main thing is that it indicates the main stages and activities of the student to achieve his goal. In the course of work, the plan may be changed, supplemented or replaced; the student fixes the changes, finds out their causes, and at the end of the work carries out a planning reflection.

Rulemaking methods. The development by students of the norms of individual and collective activity is a heuristic process that requires the use of methodological methods: reflection of activity, determination of its elements, establishment of subjects of activity and their functional rights, setting organizational and thematic frameworks, formulating rules and laws.

Methods of self-organization of learning: work with a textbook, primary sources, devices, real objects; solving problems, performing exercises; making models, crafts; creative research, etc. Methods of self-organization of students in the implementation of individual educational programs are also becoming significant: methods for developing programs, their coordination with other programs (teachers, students), correction of programs, methods for evaluating results, etc.

Mutual learning methods. Students in pairs, groups or in collective lessons with the whole class perform the functions of a teacher, applying a set of pedagogical methods available to them.

The review method. The ability to take a critical look at the educational product of a friend, his oral answer, the material of the textbook, the watched video, analyze their content, highlight the main points - the necessary conditions for self-determination of students. The introduction of the review method into training is preceded by preparatory work. The first reviews are compiled using special reference schemes. Evaluations and judgments of students are encouraged, a positive attitude towards reviews is fixed. Students' reviews are evaluated on a par with other products of their creative activity. The analysis of student reviews allows you to establish feedback with students, diagnose their knowledge, and correct further learning.

Control methods. Student-centered learning changes the criteria for evaluating educational activities. In traditional education, the student's educational product is evaluated by the degree of its approximation to a given model, that is, the more accurately and fully the student reproduces the given content, the higher the assessment of his educational activity. In student-centered learning, the student's educational product is evaluated according to the degree of difference from the given one, that is, the more scientifically and culturally significant difference from the known product the student manages to achieve, the higher the assessment of the productivity of his education.

Reflection methods. The educational result of learning is only that which is realized by the student. If the student does not understand what he did and what he learned, cannot intelligibly formulate the methods of his activity, the problems that arise, the ways to solve them and the results obtained, then his educational result is in a hidden, implicit form, which does not allow him to be used for further education.

The organization of students' awareness of their own activities has two main types: 1) current reflection, carried out in the course of the educational process; 2) final reflection, completing a logically or thematically closed period of activity.

Current reflection involves the organization of the mental activity of students according to the type of shuttle: after the cycle of objective activity (mathematical, historical, linguistic, etc.) is completed, the following occurs: a) stop of objective activity; b) activation of reflexive activity, that is, the return of children's attention to the main elements of the implemented objective activity: its directions, types, stages, problems, contradictions, results, methods of activity used.

Reflective activity structures subject activity. The purpose of the reflexive method is to identify the methodological framework of the implemented objective activity and, on its basis, continue the objective activity. The result of applying the reflexive method can be a constructed concept, a formulated contradiction, a found functional connection or regularity, a theoretical construction on the subject under study, etc. Reflexive activity is woven into the fabric of objective actions, performing the function of the carrier methodological structure of the entire educational process.

The final reflection differs from the current one in the increased volume of the period under reflection, as well as in the greater degree of assignment and certainty on the part of the teacher. The forms, methods and content of the final reflection are included in the teacher's educational program. At the end of the lesson, day, week, quarter, academic year, students are offered a special lesson in which they reflect on their activities, answering the questions: What is my biggest work for the school year? How have I changed in a year? What is my biggest success? Why and how did I achieve it? What is my biggest difficulty? How did I overcome it or will I overcome it? What didn’t work for me before, but now it works? What are the changes in my knowledge? What did I understand about my ignorance? What have I learned in math, language, etc.? What have I learned to do? What new types and methods of activity have I applied and learned? What are the main stages of my education this academic year, what are their specifics?

Self-assessment methods. The student's self-assessment follows from the final reflection and completes the educational cycle. Self-assessment is of a qualitative and quantitative nature: qualitative parameters are formulated on the basis of the student's educational program or are set by the teacher; quantitative - reflect the completeness of the student's achievement of goals. Qualitative and quantitative self-assessment of the student's activity is his educational product, which is compared with cultural and historical analogues in the form of assessments of the teacher, classmates, independent experts.

Download material

Modern pedagogy is becoming more flexible and allows parents and teachers to use a huge variety of teaching methods. You can choose any - as long as it is effective and does not harm the child. One of the popular innovative teaching methods is heuristic learning.

Translated from Greek heurisko- “I open”, “I search”, “I find”. It is about finding knowledge, answers to questions. The origins of heuristic learning can be found in Ancient Greece, in method of the ancient philosopher Socrates. He called the teaching method he used maieutics, which literally translates from Greek as midwifery. Socrates asked his students questions, encouraged them to reason; thus knowledge was born in conversation.

Modern heuristic training is based precisely on Socratic maieutics. Its goal is to help the student construct his own meaning, goals and content of education, the process of its organization, diagnosis and awareness. In simpler terms, heuristic learning consists in the continuous discovery of new.

Despite the considerable age of the method, the concept of heuristic learning in pedagogy has been used relatively recently. Hence the lack of a single interpretation: heuristic learning can mean form of education(for example, heuristic conversation), teaching method(say brainstorming) or technology of creative development of students.

combines creativity and learning. The teacher does not give ready-made knowledge to the student; he provides him with an object, the knowledge of which the student must master. The object can be a historical event, a natural phenomenon, a literary work, a material for construction, etc. On its basis, the child creates a product of activity - a hypothesis, a text, a scheme, a product. The result of a child's creative activity can be absolutely unpredictable, it depends on the personality of the student. Only after that the student, with the help of the teacher, compares the result with known achievements in this area (cultural and historical analogues), rethinks it.

The ultimate goal of heuristic learning is not the acquisition of specific knowledge, but creative self-realization of the student. Accordingly, it is not the child's assimilation of certain knowledge on a particular subject that is assessed, but his creative achievements in this area.

Heuristic learning is based on certain principles. Among them:

personal goal-setting of the student;
choice of an individual educational trajectory;
meta-subject bases the content of education;
learning productivity;
the primacy of the student's educational products;
situational learning;
educational reflection.

Often parents and even teachers confuse heuristic learning with problem learning. But there are differences between these methods. The cognitive task-problem that the teacher poses to the child in problem-based learning has a specific solution, or at least the direction of the solution. And an open task in heuristic learning does not have a correct solution, and the result is never known in advance to either the student or the teacher.

The task of problem-based learning is to transfer the experience of a teacher to a student in a non-standard way (by posing a cognitive problem). And heuristic learning involves the creation of personal experience by the student. Wherein problem-based learning often acts as a preparatory stage for heuristic: before creating their own product, the child must learn how to create it. In this, he is helped by the solution of cognitive problems.

Heuristic learning can be used in teaching almost any school subject, the main thing is come up with a good open task. For example, in a physics lesson, you can invite a student to design a device (at least on paper), in a social science lesson - to come up with a society of the future, in a physical education lesson - to create your own set of exercises for the development of a certain muscle group.

Of course, heuristic training cannot completely replace the traditional one, but it can and should be used as an addition to traditional methods to develop the child's creative abilities. The child is always pleased to feel like a full participant in the learning process. when they do not try to "shove" knowledge into him by force, but let him get it on his own, even if by trial and error. After all, many great discoveries were made completely by accident!

Description of the presentation on individual slides:

1 slide

Description of the slide:

2 slide

Description of the slide:

EUREKA "Eureka!" (εὕρηκα or ηὕρηκα, lit. "found!") - the legendary exclamation of Archimedes on the occasion of his discovery of the hydrostatic law, which has become commonly used to express joy in the event of solving a difficult problem.

3 slide

Description of the slide:

Heuristic learning Modern pedagogy is becoming more flexible and allows parents and teachers to use a huge variety of teaching methods. You can choose any - as long as it is effective and does not harm the child. One of the popular innovative teaching methods is heuristic learning. Translated from the Greek heurisko - "I open", "I seek", "I find". It is about finding knowledge, answers to questions. The origins of heuristic learning should be sought in ancient Greece, in the method of the ancient philosopher Socrates. He called the teaching method he used maieutics, which literally translates from Greek as midwifery. Socrates asked his students questions, encouraged them to reason; thus knowledge was born in conversation.

4 slide

Description of the slide:

Heuristic learning Heuristic learning is learning that aims at constructing the student's own meaning, goals and content of education, as well as the process of its organization, diagnosis and awareness (A.V. Khutorskoy).

5 slide

Description of the slide:

Heuristic learning Heuristic learning combines creative and cognitive activities. The teacher does not give ready-made knowledge to the student; he provides him with an object, the knowledge of which the student must master. The object can be a historical event, a natural phenomenon, a literary work, a material for construction, etc. On its basis, the child creates a product of activity - a hypothesis, a text, a scheme, a product. The result of a child's creative activity can be absolutely unpredictable, it depends on the personality of the student. Only after that the student, with the help of the teacher, compares the result with known achievements in this area (cultural and historical analogues), rethinks it.

6 slide

Description of the slide:

Heuristic learning Despite the considerable age of the method, the concept of heuristic learning in pedagogy has been used relatively recently. Hence the lack of a single interpretation: heuristic learning can mean a form of learning (for example, a heuristic conversation), a teaching method (say, brainstorming), or a technology for the creative development of students. Heuristic learning is often confused with problem learning. But there are differences between these methods. In problem-based learning, there is a specific solution, or at least the direction of the solution. And an open task in heuristic learning does not have a correct solution, and the result is never known in advance to either the student or the teacher.

7 slide

Description of the slide:

Heuristic training The ultimate goal of heuristic training is not the acquisition of specific knowledge, but the student's creative self-realization. Accordingly, it is not the child's assimilation of certain knowledge on a particular subject that is assessed, but his creative achievements in this area.

8 slide

Description of the slide:

Heuristic learning Heuristic learning is based on certain principles. Among them: personal goal-setting of the student; choice of an individual educational trajectory; meta-subject bases the content of education; learning productivity; the primacy of the student's educational products; situational learning; educational reflection.

Heuristic learning is learning that aims to construct the student's own meaning, goals and content of education, as well as the process of its organization, diagnosis and awareness.
Heuristic training for the student is the continuous discovery of the new (heuristics - from the Greek heurisko - I look for, find, open).

Related concepts

Networked (mutual) learning (English networked learning, peer-to-peer learning) is a relatively new paradigm of educational activity based on the idea of mass cooperation, the ideology of open educational resources, in combination with the network organization of interaction between participants.

Knowledge is the result of the process of cognitive activity. Usually, knowledge means only that result of cognition that can be logically or factually substantiated and allows empirical or practical verification. That is, speaking of knowledge, we most often mean the reflection of reality in human thinking.

Psychological cybernetics is a section of biological cybernetics that studies the structural and functional organization of the interaction of various analytical systems, spheres of consciousness and the unconscious in the process of behavior formation, in the process of people interacting with each other, with technical, environmental, social systems.

Music Pedagogy (Eng. Music Pedagogy) is a branch of pedagogical science (pedagogical discipline) that deals with the transfer of the entire complex of musicological knowledge to students, the study and development of the most effective ways, methods, forms of organization and methods of musical education and upbringing, as well as the formation and development of creative skills , experience and practical skills in various fields of musical art.

Programmed learning is a teaching method put forward by Professor B.F. Skinner (Skinner B.F.) in 1954 and developed in the works of specialists from many countries, including domestic scientists.

Neuropedagogy (eng. Neuroeducation, Educational neuroscience) is an applied neuroscience of using the knowledge of cognitive neurology, differential psychophysiology, neuropsychological knowledge, data on the brain organization of the processes of mastering various types of educational material, taking into account the compatibility of IPL options (individual lateration profile) of students and teachers in the educational process. Neuropedagogy is based on the classical foundations of pedagogy, psychology, neurology, cybernetics...

Practical psychology (in the 19th century - experimental psychology) is a branch of psychology that deals with the practical application of its knowledge.

Pedagogical communication is professional communication between a teacher and students in a holistic pedagogical process, developing in two directions: organizing relations with students and managing communication in a children's team.

Fundamental science is a field of knowledge that implies theoretical and experimental scientific research on fundamental phenomena (including intelligible ones) and the search for patterns that guide them and are responsible for the form, structure, composition, structure and properties, the flow of processes caused by them; - affects the basic principles of most of the humanities and natural sciences, - serves to expand theoretical, conceptual ideas, in particular - the determination of ideo...

(MAO) - a set of pedagogical actions and techniques aimed at organizing the educational process and creating conditions by special means that motivate students to independent, proactive and creative development of educational material in the process of cognitive activity.

The socio-game approach (along with the word "approach" the terms "socio-game style", "methodology", "technology", "lesson directing" are common) involves the organization of the lesson as a game-life between microgroups of children (small societies - hence the term "socio-game") and at the same time within each of them. The socio-game approach is directly addressed to the special possibilities of directing the lesson, communication and behavior of the teacher.

Portal for the student. Self-training

Related concepts

RELATED ARTICLES