Traditional and non-traditional teaching methods in pedagogy. Non-traditional teaching methods

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Introduction

The relevance of the chosen topic is due to the fundamental changes in our society caused by the process of globalization of the economic, socio-political, cultural life of the modern world. The objective process of internationalization of our society determines the demand for a creative, proactive, professionally trained personality. In the Law of the Republic of Kazakhstan “On Education”, this situation is expressed: “the level of education and the intellectual potential of society in modern conditions have become the most important component of national wealth, and a person’s education, professional mobility, the desire for creativity and the ability to act in non-standard situations have become the basis of progress, a condition for the implementation strategy of sustainable development and security of the Republic of Kazakhstan”.

The solution of this problem is the main task of the national education system, in which the primary element is the elementary school. The state standard of primary education reflects a natural trend in the functioning of primary schools - activities in accordance with the requirements of the time, while maintaining the experience of traditional education.

However, the pedagogical practice of the modern institute of education made it possible to identify the following contradictions in the educational process, in particular, in teaching younger students:

The reproductive orientation of traditional methods and the need to form the search, research and creative abilities of the student;

A large amount of educational information and low efficiency of its assimilation;

A high level of cognitive and educational tasks and weak motivation for the educational activities of students;

The dominance of traditional teaching methods in the practice of modern teaching and the need for optimal use of non-traditional teaching methods.

The basis for solving these problems can be the study of theoretical and methodological developments of non-traditional teaching methods and the search for conditions and methods for applying non-traditional teaching methods within the age characteristics of younger students and the most optimal combination of them with traditional teaching methods.

The idea of non-traditional teaching methods associated with the problem of the formation of a person in the process of studying is historical. In one or another period of the formation of the community, this idea is put forward to the previous rank, or while the court and the case are “forgotten”, however, it is never removed in any way, its research is never stopped, but the main actual implementation of them in school. If we now check the formulated goals of the initial upbringing, it is easy to see that the main value is given to the development of the child’s persona: “... To provide the initial step in the formation of the person; to discover and supply formation opportunities; to form knowledge and desire to learn, to buy the necessary arts and skills of educational efficiency; learn to read, write, count; to seize the substances of abstract thinking, the culture of speech and behavior, the basics of one's own hygiene and a healthy lifestyle. The basis of all advanced forms and methods of functional study is the activity entrance, discovered in the works of N.Ya. Galperin, A.N. Leontieva, N.G. Salmina, N.F. Talyzina and others, which implies a very likely investment of students in various types of independent cognitive activity through a system of tasks with the support of deliberately made learning tools. Pondering over the discrepancy established at home by L.S. Vygotsky, on the relationship between study and mental development, and critically examining innovative psychological and pedagogical doctrines, I.S. Yakimanskaya came to the conclusion that any kind of upbringing is allowed to be considered developing, but far from constantly developing upbringing is considered personally oriented. Arguing with the founders of developmental study, in accordance with the view of which the spring of becoming lies outside the baby himself - in learning, I.S. Yakimanskaya states that any pupil, as the owner of a personal, own (subjective) experiment, "...before that, only strives to reveal the personal potential provided to him by nature in the power of a personal organization." Personally oriented education - probably this is education, in which place the person of the baby, its originality, self-worth is put in the head of the corner. In the process of non-traditional study, the subjective experiment of everyone is first opened, and then it is coordinated with the entry of education. If in the classical philosophy of education the socio-pedagogical models of the formation of a person were described in the form of externally given examples, the ideals of knowledge (cognitive efficiency), then personality-oriented education proceeds from the recognition of the uniqueness of the subjective experiment of the pupil himself, as a fundamental source of personal life activity, manifested, in particular, in cognition. Moreover, in education, a typical “cultivation” of the subjective experiment, its enrichment, addition, transformation occurs. This process constitutes the main "vector" of personal development. Recognition of the pupil as the main working figure only in the educational process and there is a personality-oriented pedagogy.

Abstract and actual assimilation of unusual ways of learning in the original school is unrealistic in the absence of reliance on the pedagogical heritage of L.V. Zankov. In this relationship, it is necessary to note the main thoughts of this teacher, probably:

1. education at the highest level of the problem with the observance of the measure of the problem;

2. the leading role of theoretical knowledge;

3. understanding the learning process;

4. the rapid pace of passing the training that was used;

5. purposeful and constant service for the overall development of all students, including the weak ones. The fundamental individuality of L.V. Zankov considers that the process of learning is conceived as the formation of a child’s personality, then there is education that must exist, aimed not so much at the whole class as a single unit, but at any particular pupil. In other words, education must be personally oriented. At the same time, the goal is not to “stretch” weak pupils according to the meaning of powerful ones, but to discover the peculiarity and normally nurture any teenager, regardless of whether they say “powerful” or “weak” in the class. N.N. Pod'yakov, who wrote that the process of thinking that was correctly cut down is characterized by the fact that the origin of gloomy knowledge, questions is ahead of the process of formation of bright knowledge: “This is the essence of self-stimulation, self-development of the thinking process. It should be noted that in our classical education we quite often violate this law of the formation of thinking, creating children's knowledge in such a way that practically no ambiguities appear in preschoolers.

The positive elements of the pedagogical system of D.B. Elkonin are complemented by the system of N.B. Istomina, which is more flexible and variability. The peculiarity of Istomina's pedagogical system lies in the fact that, firstly, this method forms and develops all mental operations (classification, analogy, generalization), creative abilities of students; in others, it guarantees the independence of the children's thinking in a sensually suitable trusting atmosphere; in-3, it guarantees consistency with the secondary school.

The target of the study: the abstract formation of the conditions for the introduction of non-standard pedagogical technologies in the learning process.
Study tasks:

1. learn the main theoretical and methodological literature about the essence, peculiarities and criteria for the introduction of non-standard methods of study;

2. learn the types of non-standard ways of studying in the original school;

3. create a methodology for introducing non-standard ways of studying in the classroom in accordance with self-knowledge;

4. experimental work to identify the effectiveness of non-traditional teaching methods in working with younger students;

Object of study: pedagogical methods of teaching primary school students

Subject of study: conditions for the use of non-traditional teaching methods in primary grades, their specificity and compliance with modern educational requirements

Research hypothesis: the rational use of non-traditional teaching methods in the pedagogical process in the primary grades involves the formation of starting intellectual and civic qualities of younger students.

The methodological basis of the study is:

Works of the classics of pedagogy, official instructions of the government and the Ministry of Education of the Republic of Kazakhstan on education and upbringing; (L.S. Vygotsky, E.N. Kabanova-Miller, N.A. Menchinskaya, I.S. Yakimanskaya and others)

Messages of the President of the Republic of Kazakhstan Nazarbayev NA. to the people of Kazakhstan dated December 14, 2012, research by psychologists, teachers on this issue, experimental work of teachers in elementary school on the topic of research.

Messages of the President of the Republic of Kazakhstan Nazarbayev NA. to the people of Kazakhstan dated December 14, 2012, research by psychologists and teachers on this issue; -

Experimental work of teachers in elementary school on the research topic;

The activity approach, which considers thinking in the form of intellectual activity of a person (L.S. Vygotsky, Leontiev, D.B. Elkonin and others);

A systematic approach representing pedagogical research as a set of interrelated and interdependent components that form integral systems (V.G. Afanasiev, V.P. Kuznetsov, V.M. Sadovnikov, Yu.P. Sokolnikov);

The dialectical principles of the theory of knowledge, among which the position on the unity of practice and consciousness, the method as an active tool of thinking, are of particular importance.

The study is also based on general psychological principles: the principle of mental determinism, which considers the action of external causes through the internal activity of consciousness; a system-structural principle that allows studying a holistic structure from the point of view of its constituent elements, interconnected by versatile interactions

Research of test methods diagnosing the personal and intellectual qualities of a child (A.Z. Zak, O.M. Dyachenko, R.V. Ovcharova, P.P. Kees, etc.).

To solve the tasks set in the work, the following research methods were used: a) analysis of psychological, pedagogical and educational literature; b) their generalization and comparison, c) conversation, testing, e) pedagogical experiment; f) pedagogical supervision; g) psychological testing;

The novelty of the research lies in the substantiation of the demand for non-traditional teaching methods and their application in order to form initiative and creative abilities among primary school students.

The theoretical significance of this work lies in the generalization and systematization of data on non-traditional teaching methods in primary school, aimed at the formation of personal qualities necessary for a modern person and identifying the real cognitive and educational capabilities of these methods in teaching younger students.

The practical significance of the work lies in identifying the optimal conditions for the use of non-standard teaching methods in the lower grades and identifying their cognitive and educational opportunities.

Research methods: analysis of theoretical sources, their generalization and comparison, supervision, conversation, testing, experience, statistical processing of these experimental ones.

The study was carried out in 3 steps: the theoretical-exploratory step: theoretical fiction was analyzed, the utilitarian experiment of teachers was studied, and on the basis of analysis, comparison, generalization, ways of forming motivation for independent search, creative work of younger adolescents were determined.

Step II - a creating experience was conducted. With the support of an ensemble of psychodiagnostic methods, a study was made of the effectiveness of non-standard methods of studying younger adolescents. At the given step, a search and development service was conducted, aimed at the formation of mental and research capabilities in younger adolescents in accordance with the program and operation of the study.

III step - the end of the experimental work. The service was performed in accordance with the comprehension and clarification of the provisions and conclusions made during the study, as well as the final processing of these experimental ones, their generalization and criticism, the test of the results of the study.

The basis of the study. The research service was performed at the warehouse of the secondary general educational institutions with students of the 4th grade.

The design of the work is determined by the target apparatus and the tasks of the study. The service consists of an introduction, 2 chapters, a decision, a list of references and appendices.

1. Psychological, pedagogical and theoretical foundations of non-traditional teaching methods in modern pedagogy

1.1 Distinctive features of non-traditional teaching methods in primary grades. Classification of non-traditional teaching methods used in elementary grades

The study of the state of the pedagogical process in the modern elementary school indicates that in the methodology of conducting classes, reproduction prevails in the perception and assimilation of information. However, it should be noted that the personal qualities of schoolchildren that are relevant today can be formed by such teaching methods that are aimed at forming active, creative personalities. This judgment finds confirmation in the results of research by many research educators, psychologists, philosophers and primary school teachers.

In the State General Educational Standard of Education of the Republic of Kazakhstan, the principle is updated, showing that “the value of self-sufficiency and subjectivity of an individual in the modern world requires a way out of the knowledge paradigm. In connection with this, it is necessary to shift reprimands from the target setting to the study of the sum of knowledge, skills and abilities (knowledge-centrism) to the formation of skills to get, parse, structure and perfectly apply information (competencies) on their own for the greatest self-realization of the person and her functional role in the life of the community . Consequently, the teacher, in working with first-graders, must take into account the existing level of achievements of preschool age and provide individual work in cases of intensive development, special assistance in correcting qualities that were not formed at preschool age.

And the apparatus for the humanization of the upbringing process and the multifaceted formation of the child’s personality implies, in particular, the need for a harmonious combination of actually educational efficiency, within which basic knowledge, arts and skills are created, with creative efficiency associated with the development of personal inclinations of students, their cognitive vigor, opportunities to solve extraordinary problems without the help of others, etc. The significance of the more classes noted in a single educational process is due, before that, only to the fact that the hostess, according to herself, educational activity, aimed in its classical comprehension at studying by a group of students, can lead to inhibition of the intellectual development of the baby. In this relationship, I would like to focus on the opinions of "personality", "personality formation". A person is the social essence of a person, the totality of his social properties and parameters that he produces for his whole life. Formation - targeted, regular modification; as a result of becoming, a fresh property appears.

Feature - the exclusive originality of any action, person; antagonism of the universal, the ordinary.

Creativity is probably a process, as a result of which a product is created. Creativity comes from the person himself, inside and is considered an expression of only our existence.

Personally-oriented technologies try to find ways and means of studying and learning that are appropriate for the personal uniqueness of every kid: they take on arms psychodiagnostic methods, change the affairs and company of the efficiency of children, use various means of study, and rebuild the essence of education.

The personality-oriented approach is probably a methodological orientation in pedagogical efficiency, which allows, by means of relying on a system of interrelated opinions, thoughts and methods of actions, to provide and help the processes of self-knowledge and self-realization of the child's person, the formation of his inimitable features.

Personally-oriented technologies oppose the authoritarian, impersonal and soulless disposition towards the child in the technology of ordinary learning, create an atmosphere of love, trouble, teamwork, conditions for the creativity of the person.

The essence of the connection between educational and developmental tasks, study and formation as a whole was revealed by L.S. Vygotsky; its study allows us to resolve the main question of the typology of study. According to the teacher, education, which is limited for its own purposes only by mastering the external means of cultural development (these include the study of writing, reading, counting), is allowed to be considered ordinary, mainly purely educational tasks. Education, which considers the provision (company) of the formation of the highest mental functions of a person as a whole through the formation of his creative possibilities as a leading goal, is considered developing and, at the same time, acquires a purposeful nature. Developing upbringing in no way refutes the significance and necessity of educational tasks, however, it does not in any way accept 3 synchronously existing tasks. Probably, education implies the combination of 3 tasks (writing, reading, counting) into a triune task that provides an organic combination of study and development, in which education is not an end in itself, but a condition for the development of a teenager. The result of such a study has the opportunity to become the child's degree of formation of a person, his features.

Thus, one of the main themes of the application of developmental procedures is considered to be the raising of the creative and search energy of children. the development of the functional creative capabilities of children, both for students, the formation of which fits the age norm or is ahead of it (for the extreme limits of the usual program, it is elementarily cramped), and for adolescents who are lagging behind in development, in the majority of cases, they turn out to be directly related to the missing development of basic mental The game pattern of classes is considered more easily accessible and preferable for children of elementary grades, especially for the first months of their presence at school. Specifically, they help smooth and reduce the adaptation period to school. It should also be noted that the playful, interesting nature of the tasks was considered at that time to be psychological studies that reduce the stressful cause that appears when checking the meaning of becoming, children who are distinguished by increased anxiety and show them their own real abilities.

Experiments of entry into the classical lessons in the original classes of parts of non-traditional study, demonstrate the necessary return of such an alignment. A similar combination of learning methods in the original classes allows you to improve memory, form perseverance along with the development of self-sufficiency and search and research capabilities.

The introduction of non-standard teaching methods into the school curriculum of the original classes has the goal of increasing the training process, without breaking away from the problems of studying and learning. With the correct use of non-standard methods in the classroom, it is allowed to improve the abilities and personality of the pupil, to form a strong enthusiasm for learning, to draw effort, connectedness, which are characteristic of almost all children, to form the skills of educational work, in fact, educational efficiency, to show the deepest sensual effect on children.

The problem of developmental study is now so urgent, as if there is not, probably, not a single teacher who would not think about it in any way. So, according to the view of the primary school teacher E.F. Studying is work, and work is by no means easy. A kid from an early age is obliged to understand that everything is achieved by work and that it is not elementary to do it. At the same time, the teacher is obliged to make it in such a way that it is not a simple training work that inspires satisfaction, satisfaction in the teenager, excites the desire to learn fresh again and again.

Is it developmental education? What are its distinguishing symptoms? Is it really different from the usual, the usual, which they suddenly began to call “ordinary” and put a negative connotation into the opinion? Here is a range of questions to which, until then, teachers are only looking for answers. Usually, the learning process is seen as a process of interaction between a teacher and students, during which they find a solution to the problem of education, training and development. The main structural components that reveal its essence include the goals of study, the table of contents, the activity of learning and teaching, the nature of their interaction, views, methods, forms of study. Through these unified essential properties, the unusual features of developmental study can be revealed. Non-traditional methods of education are formed within the framework of a competence-oriented approach developed by modern teachers-practitioners based on the system of personality-oriented developmental education by I.S. Yakimanskaya. In this paradigm, it is assumed that the non-standard teaching methods are associated, first of all, with a change in the nature of the relationship between the teacher and the student. In the pedagogical process of the competence-based direction, the functions of the participants are distributed as follows: the teacher is an interlocutor, the student is an equal interlocutor; a teacher is a person who creates conditions for learning, a student is a researcher. The intellectual-competence approach is focused on the fact that the student acts as a subject of activity. So, in the lesson, the priority of dialogic forms of educational activity is carried out, defining dialogue as an exchange of meanings, as a form of cooperation between the teacher and students. At the same time, the effectiveness of such a lesson is ensured by goodwill in communication, reciprocity of feedback without fear of self-expression, promotion of student success in various types of efficiency, mutual interest in reflection, development of adequate conceit of deeds, efforts, results.

Of course, it seems that it is necessary and possible in the original school to lick the bases of readiness to solve problems, readiness for self-education, readiness to use information resources, and communicative competence. Probably, maybe thanks to the use of advanced pedagogical paradigms, a change in the position of the pupil and teacher during the educational process, and also a change in the control function. The competence-oriented approach implies these ways and methods of study, which allow one to mark technologies of free choice, problematic technologies, research technologies, self-development technologies, mass technologies, dialogic technologies, gaming technologies. The main educational paradigms are transformed into means of becoming students' own properties and contents. Thus, there is a need for adolescents to develop the following main personal properties: subjectivity in the educational process, motivation to achieve success, acceptance of value orientations, zeal for self-realization. The development of the above personal traits, in accordance with the views of the teacher of the original secondary educational institutions V.R. Kotina, the created learning situations in the lesson also contribute. The essence of the learning situation is contained in the triad “problem-talk-fun”, i.e. the training one that was used is introduced in the form of a puzzle that has annotational significance for a teenager. The table of contents and the process of assimilation takes the form of a conversation between subjects (teacher and student), learning activity is realized as self-developing, as fun. Functions of accomplices

Let us turn to the practical experiment of the 1st teacher of the initial classes E.F. Kiseleva. According to her definition, “an unusual good lesson is probably an impromptu educational needlework that has an unconventional (not established) texture. Non-traditional lessons in the original school, according to the former, occupy a significant space. Probably connected with the age characteristics of younger teenagers, the game basis of these lessons, the uniqueness of their conduct.

The provided pattern is considered to be constantly winning, because. it presents not only game factors, the unique food that was used, the employment of students not only in the preparation of lessons, but also in the conduct of the lessons themselves through various forms of collective and batch work. Let's try to separate non-traditional methods from traditional ones according to some criteria. (See Table No. 1)

Table 1.1 Differentiation of teaching methods in primary school

criteria	standard (traditional) teaching methods	non-standard teaching methods
	mastering the basic school curriculum	formation of creative, search and research personality traits
paradigm	dogmatic	competence-oriented
type of teaching	explanatory and illustrative	search and research
the role of the teacher	convey, present, explain and show to students	organize a joint search for solutions to emerging problems
way of assimilation	reproductive way	dialectical
student efforts	perception of ready-made knowledge, samples of performing actions for their consolidation and reproduction	Mastering the skills of search and research work, elements of logical thinking

The table of contents of the study sets the established method of its assimilation, the established type of teaching. In classical (explanatory and illustrative) teaching, the final type of teaching dominates, which implies the reproductive method and the degree of assimilation of educational content. At the same time, the main aspirations of the pupils are concentrated on the perception of ready-made knowledge, examples of the performance of deeds on their consolidation and recreation. Being in a situation of solving some kind of problem, the student, as usual, does not try to find a solution method, but diligently tries to recall the conclusion of such problems. If it’s impossible to remember in any way, the pupil often only leaves the problem unsolved or tends to other (not educational) methods of execution.

Therefore, the goals and content of the study are changing both the teacher's point of view in the educational process, and the nature of his efficiency, views, methods and forms of study. In non-standard teaching, the activity of the teacher changes radically. The main task of the teacher is not to “convey”, “present”, “explain” and “present” to students, but to carry out a cooperative search for a solution to the problem that has appeared before them. The teacher starts to walk like a director of a mini-performance, which appears specifically in the classroom. The newest conditions of study urgently ask the teacher of art to listen to all those who are thirsty in accordance with any question, without in any way recognizing Wotan's protest, to accept the deal of every respondent, to understand the logic of his thinking and to find a conclusion from the continuously changing educational situation, to analyze the answers, instructions of children and slightly news them to solve the problem. Bringing up the logic of educational, conversation, solving an educational problem does not in any way imply an early receipt of the correct answer, situations are likely in which children will not be able to reveal the truth in one lesson. In this case, we must remember that truth is a process and not only in its achievement, but also in the desire to master it. Traditional teaching methods involve the performance of ordinary tasks aimed at strengthening basic skills, which have a single conclusion and, as usual, a single predetermined way to achieve it on the basis of a certain method - to see ready-made information, understand, reproduce as adequately as possible. Children actually do not have the ability to do without the help of others, perfectly apply and improve their mental potential. On the other hand, the conclusion 1 of only standard tasks impoverishes the personality of the baby, since in this case the highest doubt of students and criticism of their abilities by teachers depends mainly on diligence and diligence and does not in any way provide for the manifestation of a number of personal intellectual properties, such as fiction, ingenuity, capacity for creative search, logical analysis and synthesis. The conceptual individualities of non-standard ways of studying noted in the table can be concretized in the most detail on the example of preparing a lesson.

So, the symptoms of an unconventional lesson:

1. Carries the components of the newly minted, changing the outer framework, venues.

2. The non-program that was used is used, collective activity is organized in combination with personal work.

3. People of various specialties are involved in organizing the lesson.

4. An excitable take-off of students is achieved through a special design of the office, the use of NIT.

5. Creative assignments are being carried out.

6. An indispensable self-analysis is carried out during the preparation for the lesson, at the lesson and after it.

7. A short-term initiative category is formed from students to prepare a lesson.

8. A good lesson is planned in advance.

The coordination episode, the course of the lesson, and the physical minute have every chance of being non-standard. Probably depends on the skill of the creative talent of the teacher.

Thus, analyzing the symptoms of a personality-oriented educational situation, it becomes possible to talk about its successful application in competence-oriented education.

Practitioner teachers build activity in accordance with the organization of the educational process in accordance with the method:

Creation of a positive psychological mood for the work of all pupils during the lesson;

The news at the beginning of the lesson is by no means only the topic, but also the organization of educational efficiency during the lesson;

The use of knowledge, allowing the pupil to personally choose the type and form that was used;

Introduction of problematic creative tasks;

encouraging pupils to choose and independently apply different methods of performing tasks;

Criticism (approval) during a selective survey in a lesson is by no means only the correct answer of the pupil, but the test is such as the pupil argued, used some method, why he made a mistake and in what. Then the models of classes, the system of tasks change significantly. In order to make sure that the studied good lesson really, and in perfect measure, reflects the competence entrance, it is necessary to more precisely define the following questions:

1. How is the student's activity sanctioned by the teacher oriented?

2. Does it mean to the student that he is cooking?

3. Is it necessary in today's community?

4. Where is the use of their current experiment expressed?

Psychological models of personality-oriented study are subject to the problem of the formation of cognitive (intellectual) capabilities, which were considered, before that, only as standard (reflection, planning, goal-setting), and not personal capabilities. Learning activity, which is based as a "reference" in accordance with its own normative content and texture, is said to be the means for the formation of these opportunities.

In the present time, another approach to the comprehension and organization of personally oriented study is being developed. It is based on the recognition of peculiarity, originality, the doubt of every person, his formation in no way as a “corporate subject” before that, only as an individual endowed with his own inimitable subjective experiment.

A feature is a generalized feature of a person's unusualness, a persistent image of which, their effective implementation in fun, learning, work, and sports describes a personal businesslike manner as personal education. The peculiarity of a person is created on the basis of inherited natural inclinations in the process of learning and immediately, probably, the main thing for a person - in the course of self-development, self-knowledge, self-realization in various forms of efficiency.

The initial episodes of the study will not be so much the realization of its final goals (intended results), but rather the discovery of the personal cognitive abilities of each pupil and the determination of the pedagogical criteria necessary to satisfy them. The formation of the abilities of the pupil is the main task of personality-oriented pedagogy, and the “vector” of formation is not based in any way from studying to teaching, but, on the contrary, from the pupil to the definition of pedagogical actions that contribute to his development. A whole educational process must be aimed at.

Is it necessary for this to embody the model of self-centered learning in school?

For this you need:

First, to take the theory of the educational process in no way as a fusion of learning and learning, but as the formation of a particularity, the development of opportunities, in which place upbringing and education are organically combined;

In other cases, to discover the nature of the relationship of the main accomplices of the educational process: managers, teachers, pupils, guardians;

B-3, find aspects of the return of the educational process.

The main requests for the study of the didactic supply of a personally oriented process:

The training one that was used (the nature of its presentation) is obliged to guarantee the discovery of the content of the student's subjective experiment, connecting the experiment of his previous study;

The presentation of knowledge in a textbook (by a teacher) must be focused not only on the continuation of their size, structuring, integration, generalization of the subject content, but also on the transformation of the available experiment of any pupil;

In the course of the study, the constant interaction of the student's experiment with the scientific entry of the assigned knowledge is necessary;

The functional motivation of the pupil to self-valuable educational efficiency is obliged to guarantee him the probability of self-education, self-development, self-expression in the course of mastering knowledge;

The training one that was used must exist, is sanctioned in such a way that the pupil has the probability of choice when performing tasks, solving problems;

It is necessary to provoke students to independently choose and apply more important for them methods of working out the lesson that was used;

When introducing knowledge about the methods of performing educational activities, it is necessary to separate general logical and special subject methods of educational work, taking into account their functions in personal development;

It is necessary to guarantee control and evaluation of not only the result, but the main image of the process of learning, i.e. those modifications that the pupil performs, assimilating the training one that was used;

The educational process is obliged to guarantee the erection, implementation, reflection, evaluation of the teaching as subjective efficiency. For this, it is necessary to distinguish between units of teaching, their display, the introduction by the teacher in the classroom, in personal work.

If we now check the formulated goals of the initial upbringing, it is easy to see that the main value is given to the development of the child’s persona: “... to provide the initial step in the formation of the person; to discover and supply formation opportunities; to form knowledge and desire to learn, to buy the necessary arts and skills of educational efficiency; learn to read, write, count; to seize the substances of abstract thinking, the culture of speech and behavior, the basics of one's own hygiene and a healthy way of life ”Comprehending this target setting, it is obvious that it is necessary to identify the initial, to some extent, the basic direction of pedagogical work. Naturally, the process of teaching primary school children must begin with the identification of their abilities, with the identification of the level of development of their abilities. However, this procedure cannot be one-time, it must also be carried out throughout the entire learning process.

Having studied and tested the psychological, pedagogical and methodological literature, we can make a court, as if in true time, become the main one, so that children constantly want to learn, so that they have an unchanging desire for knowledge. Probably, in his own order, he asks for the correct organization of the educational process. It must be founded in such a way that it arouses active enthusiasm in children, attracts them.

In increasing the return and quality of lessons, almost everything depends on the professionalism of the teacher, on his skill to open the topic of the lesson, to teach something fresh, so that it is clear to the students. Be that as it may, everything is either in accordance with the last measure, so that most of the children are integrated into work at a certain time.

Questions of the quality of learning are at the forefront in the organization of the educational process. Specifically, from the elevated competent work of the teacher, it depends on the characterizing stage of the property of studying students in grades I-IV. The successful conclusion of the latest pedagogical tasks can be achieved with the appropriate qualifications of teachers who are able to guarantee the quality of education in the newest criteria for the functioning and formation of institutions of general secondary education. (24, p.1)

Based on the analysis of pedagogical literature, we emphasized a number of types of unusual lessons. The names of the lessons provide a certain concept of goals, tasks, and the method of conducting such classes:

1. Lessons of “immersion”

2. Lessons "business fun"

3. Lessons - press conferences

4. Competition lessons

5. Lessons of the KVN type

6. Theatrical lessons

7. Computer lessons

8. Lessons discussion

9. Lessons-auctions

10. Formula Lessons

11. Contest lessons

12. Fantasy lessons

13. Lessons - “courts”

14. Lessons - role-playing games

15. Lessons-conferences

16. Lessons-excursions

17. Lessons-games "Field of Miracles".

These conceptual features of non-traditional teaching methods can be specified in more detail on the example of the lessons.

Let's consider some of them.

The use of a computer can rationalize children's work, optimize the processes of comprehension and memorization of the training that was used, and most importantly, raise the children's enthusiasm for learning to the highest degree.

In the preparation and conduct of non-standard lessons, creative views help:

1. Refusal of the template in the organization of the lesson, formalism in conducting.

2. The greatest involvement of class students in active interaction in the classroom using various forms of group work in the classroom.

3. Amusement and passion, not entertainment - the basis of the emotional tone of the lesson.

4. Help of alternativeness, taking into account a large number of views.

5. Formation of the function of communication in the classroom, as a condition for supplying mutual understanding, motivation for action, a sense of psychological pleasure.

They have every chance to be held in the form of a press conference with the role of a company, institution, museum, etc., as an excursion into the situation of the subject, a film or television tour, etc.

"Medullary attack" - the content of the lesson is written on the board. The rest of the board is divided into sectors, numbered, but so far not overcrowded. Pupils are supposed to think about what qualities of the theme the style goes on. According to the course of work with the topic, the children identify the main factors and enter them into sectors. “Snow-white spots” evenly disappear; a distinct division of the general flow of acquired information contributes to a better perception of which was used. After the demonstration, there may be a laconic discussion of the topic and, if the children have questions, the teacher alienates the answers to them.

When organizing independent work on the latest topic, it is important that students are curious to work out the fresh one that was used. To activate their enthusiasm is allowed with the support of functional ways. To work on the topic of the lesson, the methods of "Beehives" are used - a discussion in groups. To conduct disputes and make decisions - the “Traffic light” methods (during the dispute, consent cards are raised - there is no agreement according to the color of the traffic light), “On the stripes of flame” (any team protects its own plan with 2-3 services. Then the questions of the other groups, and they are protected).

A good lesson is a discussion of the issue.

The debate lesson is based on a discussion of ambiguous questions, problems, different layouts in arguing judgments, solving problems, etc. Depending on the number of accomplices, polemics recognize disputes-dialogues, mass, and even global disputes. At the stage of preparing such a lesson, the teacher must clearly construct an instruction that reveals the essence of the difficulty and possible ways to solve it. At the beginning of the lesson, the selection of the discussed difficulty is justified, its main factors differ. At the center of the dispute is the lack of understanding among its accomplices. At home is the question of the culture of controversy. Insults, reproaches, hostility towards friends do not have to be in a dispute. The formation of a culture of disputes has every chance to contribute to the subsequent leaders, entering into a discussion of the issue, it is necessary to portray the object of the dispute, in no way allow the tone of advantage in the dispute, to raise questions well and clearly and express conclusions.

In accordance with the end of the dispute, it is necessary to sum up its results: to evaluate the correctness of the formulation and use of opinions, the depth of arguments, the knowledge to apply methods of confirmation, refutation, hypotheses, the culture of dispute.

Good lesson with didactic fun

The style is about a lesson, in the annotation of which didactic fun is integrated as an autonomous structural substance. The basis of didactic fun is its informative table of contents. It is contained in the assimilation of knowledge and skills that are used in solving educational difficulties established by fun. Didactic fun has an established result that adds perfection to it. It comes in the form of solving a set problem and evaluating the actions of students.

The need to use didactic fun at different steps of the lesson is different. When assimilating the latest knowledge, her abilities are inferior to the usual forms of study. Therefore, didactic fun is often used when checking the results of the study, developing skills, and developing skills. When used systematically, they work as an effective means of activating the educational efficiency of adolescents.

A good lesson is business fun.

In the process of business-like fun, life situations and cases are modeled, within which the best solution to the problem under consideration is sought, and its implementation in practice is simulated. As part of the lessons, educational business fun is used.

The probable construction of businesslike fun in the lesson in the lesson has the possibility of existing as follows:

Acquaintance with the present situation; construction of its simulation model; setting the main task for the teams, clarifying their role in the fun; creation of a game problematic situation; highlighting the difficulty of the abstract that was used; allowing difficulty; discussion and testing of the acquired results; correction; implementation of the decision; work results test; criticism of the results of the work. Good lesson - role play

Role-playing fun is based on the purposeful actions of students in a simulated life situation in accordance with the plot of the fun and distributed roles. Lessons - role-playing fun can be divided into: 1) imitation (focused on imitating a specific professional act); 2) situational (connected with the solution of some narrow difficulty); 3) relative (timed to resolve educational or production incidents). Forms of conducting: a journey, discussion of the issue based on the distribution of roles, a press conference, a good lesson-tribunal, etc.

The method of research and conduct of the lesson connects the following milestones: preliminary, game, final, and the step of analyzing the results of the fun. When analyzing the results of role-playing fun, the degree of energy of the accomplices, the degree of their knowledge and skills are oriented, a more successful conclusion is developed.

After all, the main direction of the formation of the doctrine and practice of an unusual lesson in accordance with any subject is expressed in the desire to achieve such that it becomes the result of the creativity of not only the teacher, but also the students. In order to increase the return and properties of the lessons, it is allowed to use different ways and methods. The above ways of studying are considered the main directions in increasing the quality of arithmetic lessons.

A good lesson can be held in any class. Traditionally, students really like it. In this lesson, they have every chance to “trade” anything they want. It is considered an essential condition that students are required to be able to tell about the item being sold, to deliver all its positive aspects. A good lesson is being conducted in the following way: the auctioneer and his assistant are located behind the demonstration table. The auctioneer has a small mallet. The assistant writes down the names of those who bought some things. Students give their own things for sale, carefully outlining all their advantages. If the "customers" have questions according to the preposition of things, they ask them. Then the auctioneer starts selling.

Good lesson-excursion

The main tasks of educational excursions are transferred to a good lesson-excursion: enrichment of students' knowledge; introducing a relationship between doctrine and practice; formation of creative abilities of students, their self-sufficiency, organization; the formation of a positive attitude towards learning.

Such a good lesson is conducted according to one or more related topics. According to the content, thematic (within the framework of the 1st subject) and group (according to several things) excursion lessons are distinguished, and depending on the step in the study of the topic, introductory, accompanying and final lessons are distinguished - excursions. The individuality of the lesson-excursion is considered to be that the learning process is realized in no way in the criteria of a stunning building, but in nature, during the concrete perception of its things and phenomena by the pupils.

Lessons-excursions have a tremendous educational impact on children. The perception of the beauty of nature, with which they are constantly in contact, the feeling of its harmony, influence the formation of aesthetic emotions, positive feelings, kindness, and sensitivity to all living things. During the execution of common tasks, teenagers learn to help each other.

The main way of knowledge in the lesson-excursion is the supervision of the things and actions of nature and the visible connections and dependencies between them.

Lessons-excursions are classified according to 2 indicators: according to its place in the texture of the study section (introductory, current, final): test according to the size of the content of the academic subject (single-topic, multi-topic).

Classification according to the first criterion of excursion lessons:

1. Introductory

2. Current

3. Final

Classification according to the content of the subject (single-topic, multi-topic):

1. Multi-dark

2. Single dark

3. Multi-dark

This classification of lessons-excursions allow us to find out the macrostructure of any of them. The study of the methods of conducting these lessons is carried out on the basis of uniform didactic patterns, which are controlled by the teacher during the preparation of any type of lesson, but taking into account the unusual nature of each of the above types.

The return of the lesson-excursion, before that, only depends on its preparation by the teacher. This service is performed in the following order:

1. Disposition of the topic of the lesson-excursion in accordance with the program of natural history.

2. Disposition of his kind.

3. Collecting a regular scheme for the content of the lesson-excursion in accordance with the textbook of natural history.

4. Concretization of the content, therefore, with those objects that are at the site of the excursion (the teacher ahead of time perfectly explores the route and space of the lesson-excursion).

5. Disposition of the educational, developmental and educational goals of the lesson provided.

6. Study of the method of conducting a lesson-excursion.

7. Preparing teenagers for the lesson.

8. Selection of the necessary equipment.

The current good lesson-excursion, according to natural history, is considered one-dark. The peculiarity of the current monothematic lesson-excursion is due to the fact that the study of any substance of knowledge begins with a concrete perception of real objects of nature in the conditions of their existence. Things and actions concretize the microstructure of the lesson.

According to the didactic essence, it is probably a combined good lesson, that is, within its boundaries, all the boundaries of the target learning process are realized with the mastery of the subject entry of the topic by younger adolescents, which contains a number of mutually ordered parts of knowledge. Therefore, the macrostructure of the current excursion lesson consists of the following steps:

1. Class organization

2. Test of acquired knowledge, skills and abilities.

3. Landing the goal and tasks of the lesson. public motivation.

4. The study of the latest knowledge, skills and abilities.

5. Generalization and classification of acquired knowledge, skills and abilities.

6. Correspondence of acquired knowledge, skills and abilities.

7. Family errand.

8. The results of the lesson.

You should never neglect the experience of the restorative power of relaxation in the classroom. Since from time to time a few minutes. enough to cheer up, cheer up and actively disperse, return energy. Functional methods - "physical minutes" "Territory, air, flame and moisture", "Rabbits" and almost all the others will probably be made without leaving the classroom. If the teacher himself perceives the role in this exercise, in addition to being useful for himself, he will undoubtedly help unfaithful and shy pupils to take part in the exercise more actively.

...

4. Types, teaching methods and features of traditional education

Teaching consists of certain actions, depending on what function the student performs in the pedagogical situation. These can be the following functions:

passive perception and development of information presented from outside;
active independent search and use of information;
organized from the outside directed search and use of information.

In the first case, the student is considered as an object of the teacher's formative influences. Then the basis of learning is teaching him ready-made information, ready-made knowledge and skills based on such methods as communication, explanation, demonstration (“explanatory and illustrative method) and requirements for certain student learning activities. Teaching consists of such actions as imitation, literal or semantic perception and repetition, reproductive reproduction, training and exercise according to ready-made samples and rules.

In the second case, the student is considered as a subject, formed under the influence of his own interests and goals. This is a type of natural self-learning, when learning is made up of such student actions as choosing questions and tasks, searching for information, understanding, creative activity that meets his needs and interests.

In the third case, the teacher organizes external sources of behavior (requirements, expectations, opportunities) in such a way that they form the necessary interests of the student, and on the basis of these interests the student actively selects and uses the necessary information. Here, learning acts as a guide to the guided cognitive activity of the student based on pedagogical methods: setting problems and tasks, discussion and discussion, joint planning. Learning is made up of such student actions as solving problems and evaluating results, trial and error, experimentation, choice and application of concepts.

Teaching methods are understood as a consistent alternation of ways of interaction between a teacher and students, aimed at achieving a specific goal through the study of educational material. "Method" (in Greek - "the way to something") - a way to achieve a goal, a way to acquire knowledge.

Form of study- this is an organized interaction between the teacher and students in the course of obtaining knowledge. There are forms of education (frontal, individual, group, class-lesson, evening, full-time, correspondence), as well as such forms as a lesson, excursion, seminar, lecture, practical lesson, work practice, exams, tests, consultations, etc. . The main thing that distinguishes the method from the form is that the method specifies the way of acquiring knowledge and the degree of participation of the student himself.

In the pedagogical literature there is no consensus on the role and definition of the concept of "teaching method". So, Yu.K. Babansky believes that "a method of teaching is a method of orderly interconnected activity of a teacher and students, aimed at solving the problems of education."

T.A. Ilyina understands the teaching method as “a way of organizing the cognitive activity of students”.

In the history of didactics, various classifications of teaching methods have developed.

A common classification of methods is based on the allocation of sources of content transmission. it verbal, practical and visual methods:

Another classification of upbringing methods is built on the basis of taking into account the structure of the personality - methods for the formation of consciousness, behavior and feelings:

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

a) methods of organization and implementation of educational and cognitive activities;
b) methods of stimulation and motivation of educational and cognitive activity;
c) methods of control and self-control over the effectiveness of educational and cognitive activity. Classification M.A. Danilova, B.P. Esipova comes out

from the fact that if teaching methods act as ways of organizing an orderly educational activity of students to achieve didactic goals and solve cognitive problems, then they can be divided into the following groups:

a) methods of acquiring new knowledge;
b) methods of forming skills and abilities to apply knowledge in practice;
c) methods for testing and evaluating knowledge, skills and abilities. V.F. Kharlamov divides teaching methods into five groups:

methods of oral presentation of knowledge by the teacher and activation of the cognitive activity of students - story, explanation, lecture, conversation, method of illustration and display in the oral presentation of the 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 classes;
methods for testing and evaluating the knowledge, skills and abilities of students - monitoring the work of students, oral questioning, tests, programmed control, checking homework, etc.

Table 7.2 Classification of methods according to the nature of the activity of trainees

Method	Kind of activity	Levels of mental activity of the student	Knowledge Levels	Essence	improvement
1	2	3	4	5	6
1. Explanatory and illustrative	With the help of a teacher (reproductive)	I - recognition	II knowledge-acquaintance	Traditional education - transfer process ready-made known knowledge	Programmed learning
2. Reproductive	The student himself (reproductive)	II - playback	II knowledge-copies		Programmed learning
3. Problem statement	With the help of a teacher (productive)	III - application	III knowledge-skill	Problem learning - the process of active search and discovery by students of new knowledge	business games
4. Partial search	Productive under the guidance of a teacher	III - application IV - creativity	III knowledge-skill IV knowledge-transformation
5. Research	Productive without the help of a teacher	IV - creativity	IV knowledge-transformation

There are also monologue (information-reporting) teaching methods, for example: story, lecture, explanation, and dialogic methods of presenting educational material (conversation, problem presentation, dispute).

Let us dwell on one more classification of methods according to the nature (degree of independence and creativity) of the students' activities. This very productive classification as early as 1965. suggested I.Ya. Lerner and M.N. Skatkin. They rightly pointed out that many previous approaches to teaching methods were based on the difference in their external structures or sources. Since the success of training to a decisive extent depends on the orientation and internal activity of the trainees, on the nature of their activity, it is precisely the nature of the activity, the degree of independence and creativity that should serve as an important criterion for choosing a method. AND I. Lerner and M.N. Skatkin proposed to identify five teaching methods, and in each of the subsequent ones, the degree of activity and independence in the activities of students increases.

Explanatory-illustrative teaching method (the teacher explains, clearly illustrates the educational material) - is carried out as a lecture, story, conversation, demonstration of experiments, labor operations, excursion, etc. The activity of the student is aimed at obtaining information and recognition, as a result, “knowledge - acquaintances” are formed).
reproductive method(the teacher makes a task for students to reproduce their knowledge, methods of activity, solve problems, reproduce experiences and, thus, the student himself actively reproduces the educational material: answers questions, solves problems, etc.; as a result, “knowledge-copies” are formed ".
Problem presentation method. Using a variety of sources and means, the teacher, before presenting the material, poses a problem, formulates a cognitive task, and then, revealing a system of evidence, comparing points of view, different approaches, shows a way to solve the problem. Students seem to become witnesses and accomplices of scientific research. Both in the past and in the present, this approach is widely used.
Partial search, or heuristic, method. It consists in organizing an active search for a solution to the cognitive tasks put forward in training (or independently formulated), either under the guidance of a teacher, or on the basis of heuristic programs and instructions. The process of thinking acquires a productive character, but at the same time it is gradually directed and controlled by the teacher or the students themselves on the basis of work on programs (including computer ones) and teaching aids. This method, one of the varieties of which is a heuristic conversation, is a proven way to activate thinking, arouse interest in learning at seminars and colloquia.
research method. After analyzing the material, setting problems and tasks, and a brief oral or written briefing, students independently study the literature, sources, conduct observations and measurements, and perform other search activities. Initiative, independence, creative search are most fully manifested in research activities. Methods of educational work directly develop into methods of scientific research. In the learning process, the method acts as an ordered way of the interconnected activities of the teacher and students to achieve certain educational goals, as a way of organizing the educational and cognitive activities of students.

Explanatory-illustrative and reproductive methods are traditional teaching methods, the main essence of which is the process of transferring ready-made known knowledge to students.

The disadvantages of traditional learning are numerous, for example:

the average overall pace of learning the material;
a single average volume of knowledge acquired by students;
a large proportion of knowledge received by students in finished form through teachers without relying on independent work to acquire this knowledge, as a result, students "forget how to think";
almost complete ignorance by the teacher whether the students are assimilated the knowledge communicated;
the predominance of verbal methods of presenting the material, creating objective prerequisites for the dispersion of attention;
the difficulty of independent work of students with a textbook due to insufficient dissection of the educational material;
the predominance of the load on the memory of students, tk. it is necessary to reproduce educational material from memory; who has a better memory, he reproduces more successfully.

But in future professional activities, these methods of memorizing and accurately reproducing information from memory are not required, are not used, and, on the other hand, the student is not prepared for the forms of work that will be encountered in professional practice (the ability to find the necessary information to determine the production solution, the ability to find an independent creative solution in difficult situations). Thus, in traditional training, there is a gap between the requirements that are imposed on a person in the learning process and those that are presented in real professional activity.

4.1 Programmed learning

Partially, some of the shortcomings of traditional learning are eliminated with the help of programmed learning, which originated at the intersection of pedagogy, psychology and cybernetics in the 60s. The programmed approach is based on three ideas about learning: 1) as a management process, 2) as an information process, and 3) as an individualized process.

Programmed learning is based on a training program that strictly systematizes: 1) the training material itself; 2) the student's actions to master it; 3) forms of mastering control.

The educational material is divided into small logically completed training doses, after mastering each dose, the student answers control questions, choosing the correct answer, in his opinion, from a number of answers pre-prepared by the teacher-programmer, or using the given symbols, letters, numbers, constructs answer yourself. If the correct answer is given, the next study dose follows. An incorrect answer entails the need to repeat the training dose and a new attempt at the answer.

There are linear and branched programs. In linear programs, each student learns the same for all, the same sequence of training doses.

Working on a branched program, each student comes to a given learning goal in a different way, depending on their individual characteristics, because. after each training dose, depending on the nature of the answer to the control question, the student moves either to the next training dose, or to the side "branches" of the program. There can be several side branches, they contain explanations of errors, additional explanations, fill in the "gaps" of knowledge. After passing one or another “branch”, the student returns to the main “trunk” of the program. The strongest students move along the main trunk of the program, the weaker ones go to the side branches.

Adaptive programs provide for the possibility of transition to less or more difficult sections (branches) of the program, and this transition takes place on the basis of taking into account all previous answers and student errors. An adaptive training program includes a scheme for analyzing student answers, a series of parallel subprograms that provide for the possibility of changing the way information is presented, the level of difficulty, the depth and volume of the material being studied, the nature of the questions, etc. depending on the individual characteristics and responses of the student.

The developed training program can be implemented using a machine - a technical device, using a computer or using programmed textbooks built according to the "mixed pages" type (depending on his answer, the student proceeds to a specific page of the textbook).

The main principles and advantages of programmed learning:

dosage of educational material,
active independent work of the student,
constant monitoring of assimilation,
Individualization of the pace of learning, the volume of educational material,
the possibility of using technical automated learning devices.

Programmed learning is useful in teaching disciplines based on factual material and repetitive operations that have unambiguous, clear formulas, action algorithms. The main task of programmed learning is the development of automated skills, strong unambiguous knowledge and skills.

Programmed learning stimulated the development and application of technical teaching aids. Technical teaching aids (TUT) include various devices, machines and systems in combination with educational and didactic materials used to increase the effectiveness of the educational process. There are: 1) information TSS - technical means of presenting information (epiprojectors, educational films, educational television, etc.), 2) controlling TSS, 3) teaching TSS, which provide the entire closed cycle of learning management, represented by a training program, implement a programmed education. Automated learning systems (ATS) can implement linear, rarely branched programs. Automation of learning is more successfully implemented with the help of computers. Computer-based AES conducts the learning process in an interactive mode, where the computer implements a sequence of training doses, control tasks, additional explanations depending on the analysis of students' answers to control questions.

4.2 Problem-based learning and business games

Since traditional education does not meet modern requirements in many respects, there is an objective need to apply new teaching methods that allow the formation of creative knowledgeable specialists who are able to independently solve complex professional, industrial and scientific problems. Active developmental problem-context learning forms the student's professional creative thinking.

Problem-based learning is not an absolutely new phenomenon in pedagogy; in the past, such famous names as Socrates, Rousseau, Diesterweg, Ushinsky and others are associated with it. “A bad teacher presents the truth, a good teacher teaches to find it” (Disterweg).

If a person is constantly accustomed to assimilating knowledge and skills in finished form, it is possible to blunt his natural creative abilities to “learn” to think independently. The process of thinking manifests itself and develops to the maximum extent when solving problematic problems. The psychological mechanism of the processes occurring during problem-based learning is as follows: when faced with a controversial, new, incomprehensible problem (“a problem is a complex theoretical or practical issue containing a hidden contradiction that causes different, sometimes opposite positions when solving it”), a person experiences bewilderment, surprise , the question arises: what is the point? Further, the thought process proceeds according to the scheme: hypotheses are put forward, their justification and verification. And a person either independently carries out a mental search, the discovery of the unknown, or with the help of a teacher

An educational problem situation can be characterized as a mental state of the mental interaction of a student, a group of students with a problem under the guidance of a teacher. A problematic situation may arise as a result of a contradiction between the original knowledge and new, paradoxical facts that destroy a known theory, between a theoretically possible solution and its practical inexpediency, between a practically accessible result and the lack of theoretical justification. In general, most problematic situations can be reduced to cases of lack or excess of theoretical or factual information (there are problematic tasks with uncertainty of conditions, with contradictory, missing, redundant, partially incorrect data, etc.). The main thing is that the problem situation should surprise the student, arouse his interest, the desire to figure it out: “How to resolve this contradiction?” "How to explain this?"

The main conditions for successful problem-based learning are identified: 1) it is necessary to arouse students' interest in the content of the problem; 2) to ensure that work is feasible for students with emerging problems; 3) The information that the student will receive when solving the problem must be significant, important in the educational and professional terms; 4) problem-based learning is implemented successfully only with a certain style of communication between the teacher and students, when students can freely express their thoughts and views with the teacher’s close and benevolent attention to the student’s thought process. As a result, such communication in the form of a dialogue is aimed at maintaining the cognitive, mental activity of students.

Problem-based learning aims to:

development of thinking and abilities of students, development of creative skills;
assimilation by students of knowledge, skills obtained in the course of active search and independent problem solving, as a result, this knowledge, skills are stronger than with traditional learning;
education of an active creative personality of a student who can see, set and resolve non-standard professional problems.

The success of this type of learning depends on the “level of problematicity”, which is determined by: 1) the degree of complexity of the problem, derived from the ratio of known and unknown to students within the framework of this problem; 2) the share of creative participation (personal and collective) of students in the process of solving the problem. Naturally, the level of problematicity should naturally increase as students accumulate experience in creative work.

There are three main methods of problem-based learning: problem presentation, partial search activity and independent research activity.

The simplest method is a problematic presentation of educational material at a lecture, when the teacher poses problematic questions, builds problematic tasks and solves them himself; students are only mentally included in the process of finding a solution. For example, at the beginning of the lecture "On the Life of Plants" the problem is posed: "Why do the root and stem grow in opposite directions?" The lecturer does not give a ready answer, but tells how science has come to this truth, reports hypotheses, i.e. experiments that were done to test hypotheses about the causes of this phenomenon. Or a lecture in physics can start with a problem faced by physicists: the discrepancy between the theoretically predicted intensity distribution curve in the radiation frequency spectrum and the curve obtained empirically, which destroyed the classical theory of heat radiation (the so-called "ultraviolet catastrophe"). The lecturer discusses with the students the painful search for a solution to this problem, which led to a revolution in physics - the creation of quantum theory. The problem presentation provides productive activity of the third level - application (students themselves draw conclusions), gives knowledge of the third level - “knowledge-skills”.

Partial search the method gradually introduces students to independent problem solving; during problematic seminars, practical classes, heuristic conversations, students under the guidance of a teacher solve problems. The teacher comes up with a system of problematic questions, the answers to which are based on the existing knowledge base, but are not contained in the previous knowledge, i.e. questions should cause intellectual difficulties for students and purposeful mental search. The teacher must come up with possible “hints” and leading questions, he himself sums up the main thing, based on the answers of the students. The partial search method provides productive activity of the third and fourth levels (application, creativity) and the third, fourth level of knowledge (knowledge-skills, knowledge-transformation).

The research method assumes that students independently formulate a problem and solve it (in term paper or diploma work or in research work) with subsequent teacher control, which ensures productive activity of the fourth level (creativity) and the fourth level of the most effective and durable knowledge (knowledge-transformation).

The principle of problematic learning content can be implemented in the form of business training games.

business game is a form of recreating the subject and social content of the future professional activity of a specialist, modeling those systems of relations that are characteristic of this activity, modeling professional problems, real contradictions and difficulties experienced in typical professional problem situations.

At the stage of developing a business game, the following psychological and pedagogical principles should be implemented:

the principle of simulation of the content of professional activity, specific conditions and dynamics of production;
the principle of recreating problem situations typical of a given professional activity through a system of game tasks that contain some contradictions and cause difficulties for students;
the principle of joint activity of participants in the conditions of interaction of the production functions of specialists simulated in the game;
the principle of dialogic communication and interaction of partners in the game as a necessary condition for solving educational problems, preparing and making agreed decisions;
the principle of two-dimensionality of game educational activity.

The business game solves "serious" tasks of developing the personality of a specialist, students acquire knowledge, skills in the context of the profession, acquire both professional competence and social competence (interaction skills in a team of production workers, skills of professional communication and people management). But this “serious” activity is implemented in a playful (partially gambling) form, which allows students to intellectually and emotionally “liberate themselves”, to show creative initiative. Business game according to the level of complexity is of the following types:

"analysis of specific production and professional situations"- trainees get acquainted with the situation, with a set of interrelated facts and phenomena that characterize a specific event that occurs before a specialist in his professional practice and requires an appropriate decision from him; students offer their solutions in a given situation, which are collectively discussed;
"role playing"- students receive initial data on the situation, and then take on the performance of certain roles. The performance of roles takes place in the presence of other students, who then evaluate the actions of the participants in the situation, their independent decisions, depending on the conditions of the scenario, the actions of other performers and depending on their own decisions previously made, i.e. when playing roles, it is impossible to fully predict the situations in which this or that performer finds himself; this teaching method is used to develop practical professional and social skills;
full scale business game, imitating professional activity and the consequences of professional decisions (often using a computer to calculate and analyze the immediate and distant consequences of decisions).

4.3 Industrial and vocational training

Formed professional activity should:

to achieve the intended goal - to reproduce the product of a given sample,
be performed as a sequence of actions and operations that implement the required technology of the production process,
meet the established productivity rate (amount of product per unit of time),
be conscious, i.e. intelligently performed, invoked and controlled by a conscious purpose,
be performed easily, freely, at a fast and even pace, with a significant degree of automation of skills.

Automation frees the Consciousness from control over the implementation of motor, sensory and intellectual operations that are consistently repeated when performing actions. But in the field of consciousness there remain the goals for which the action is performed, and the conditions in which it takes place, as well as its results. At the heart of the formation of skills are trial attempts. Without repeated practical attempts, the formation of skills is impossible. Practical trials proceed as conscious attempts to reproduce certain actions. There are two main ways of learning skills. The first direction takes the development of sensory differentiations as a basis, teaches action guidelines and automates their perception, forms a conscious mindset for mastering skills, using exercises of a complex nature on meaningful meaningful tasks; training in labor skills occurs in the process of making useful things.

The second direction takes as the basis of training the development of motor differentiations, the careful working out of all elements of action, using analytical exercises on standard elements, formal tasks; their solution is facilitated by knowledge of the result and satisfaction when it is achieved. The way to do this is to consolidate the elements of correct action and gradually combine them into a holistic action. This technique can be called analytical, in contrast to the other - synthetic. It is difficult to unambiguously answer which of the approaches is “better”. With an analytical approach, at first things go faster and easier, the skills are very clear, correct and durable. However, then there are difficulties in combining individual elements into holistic actions. Learning slows down, and the skills formed are sometimes formulaic and inflexible. In the synthetic method, on the contrary, at first things usually go slowly and with difficulty, but then the learning accelerates, and the skills are flexible and easy to adapt. The effective formation of skills takes place in the conditions of the formation of an indicative basis for the action of a professional skill. The orienting basis of action is understood as a set of objective conditions reflected by a person, on which he really focuses when performing actions.

The full detailed content of indicative activity as its normative model in the formation of a specific professional skill is recorded in the "educational map" (MC - a specially developed type of teaching aid). A separate card is drawn up for each educational task. An example is given at the end of this section.

study card performs the following functions: 1) fixes the normative content of the activity, a pattern of its implementation in the process of assimilation, which makes it possible to control and correct - the actual performance of actions can be compared with the reference one, 2) organizes the approximate activity of a person to analyze the task and the process of its implementation. At the first stage of assimilation, the student, reading the next paragraph of the Criminal Code, performs the corresponding action, then the next step, etc. At the next stage, the student is guided by the instructions of the UK in a different form - he no longer has a card, but before performing the next action, he must say it out loud, “give an account” to another person. And if at the same time he admits inaccuracies, then the supervisor corrects him, returns him to the text of the Criminal Code. Later, the student will no longer have to talk in detail about the activities performed, but only name the actions first, and then the generalized name of the functional systems of actions. Thus, orienting activity changes its form from stage to stage, finally taking the form of mental activity (Internalization). The executive side of the formed skill always remains practical.

To analyze the learning process, it is useful to use mathematical models of learning. Indicators of learning can be the execution time of operations, the number of errors, the amount of deviation from the reference sample, etc. As the level of training of students increases, these indicators Q(t) decrease and are expressed by the following mathematical model of learning as a function of training time Q(t)=Q pr - (Q pr - Q o)+ e (number of workouts): where

Q pr- the obtained value of the indicator of the level of training at t → ∞Qo- the initial value of the indicator,
t Q - coefficient characterizing a person's ability to learn (in units of time).

According to experimental data in the coordinate system Q and t a smooth monotonic curve is drawn and Q np is determined as the limit value of Q(t) at t → ∞Qo- at the point of intersection Q(f) with the coordinate axis and * 0 - along the abscissa of the point of intersection of the tangent to the curve drawn at the point t=0 with a straight line Q=Q. For t find a point M(t t , С) on the curve, then t o \u003d t 1 / ln [(Q pr -Q o) / (Q pr -C)], where t 2 = 2fj can be more accurately determined using a mathematical model of learning ability, it is possible to estimate in advance the expected level of student preparation depending on the time spent on his preparation

Predicting the required time t n teaching a student the required skill to achieve a given level of training corresponding to the value of the indicator can be carried out using the expression:

Knowing the required time for training people and the average hourly cost of training (r), it is possible to estimate in advance the total costs of training specialists R=t n r .

SAMPLE EDUCATIONAL CARD

Topic. "Turning of external cylindrical surfaces".
Exercise: turning the cylinder in the chuck with manual feed.

I. Task analysis

Purpose: To make a product - a cylinder: outer diameter, length, accuracy class, finish, material.

The subject of activity is the blank - analysis of its characteristics:

Compare the dimensions of the workpiece and the product and determine the size of the allowance: allowance for diameter, allowance for length.
Check the absence of marriage on the workpiece: cracks, potholes, shells, shape deformation.

Means of activity:

Lathe A-281. Calculation of the cutting mode and the number of passes (according to the formula): cutting speed, number of spindle revolutions, depth of cut (in mm) of the dial division, number of passes.
Cutting tool. Its characteristics: type, geometry, material.
Measuring tool. Its characteristics: name, measurement accuracy.

Composition (plan) of activity:

Preparation for the task: preparing the machine and cutting tool for work, fixing the workpiece.
Carrying out the technological process: obtaining the initial size of the diameter, obtaining the specified size.
Analysis of the product (product) for quality.

II. Preparing for the assignment

Preparing the machine for work:

Check and adjust the travel of the cross caliper carriage.
Set the desired spindle speed.

Cutting tool preparation:

Set exactly in the center, perpendicular to the axis of rotation of the spindle.
Overhang 1.5 head height.
Check the possibility of supplying the cutter along the entire length of the processing.

Mounting the workpiece on the chuck:

Install the workpiece in a chuck with an overhang that allows processing to the required length with an allowance.
Fix the workpiece firmly.
Apply on the workpiece to the risk for the required processing length.

III. Analysis of the product (product) for quality

Product measurement and control:

Measure without removing from the chuck.
Record the actual dimensions obtained: diameter, length.
Check for accuracy class. Quality control:
Check the purity of processing: compare the data for all parameters with the required ones and establish the presence or absence of deviations.

4.4 Innovative learning

Currently, the need to change the educational paradigm is recognized. “The main contradiction of the modern education system- this is a contradiction between the rapid rate of knowledge growth in the modern world and the limited possibilities of their assimilation by the individual. This contradiction forces pedagogical theory to abandon the absolute educational ideal (a comprehensively developed personality) and move on to a new ideal.- maximum development of human abilities for self-regulation and self-education”.

So, the first thing in innovative learning is the development of abilities based on education and self-education.

Fundamentality, along with integrity and focus on meeting the interests of the individual, forms the main features of the new paradigm of education.

“Fundamental science and humanities education should give a holistic view of the modern natural science picture of the world, lay the scientific foundation for assessing the consequences of professional activity, promote the creative development of the individual and the right choice of an individual life program based on knowledge of the characteristics, needs and capabilities of a person” (Memorandum of the UNESCO International Symposium ).

If in the 60-80s the education formula “Know everything about a little and a little about everything” was characteristic, then the 90s gave rise to a new formula - “Know about the essence of everything in order to know a new essence”.

To know the essence, the very essence of the many disciplines and the abundance of information in each discipline - this is the goal of the modern student, especially the student.

The essential approach involves the synthesis of natural, humanitarian and technical sciences.
Essential Approach- this is a systematic, synergistic approach ("synergy" from Greek - friendly joint action of two or more bodies in the same direction), which means that all teachers should act in the same direction of developing students' abilities based on the formation of essential systemic knowledge with establishing interdisciplinary connections and holistic ideas.

The acmeological approach is closely related to the essential approach in the organization of innovative education. “Acmeology (from the Greek “acme” - peak, peak, highest stage of something, blooming power) is a new area of scientific knowledge, a complex of scientific disciplines, the object of study of which is a person in the dynamics of his self-development, self-improvement, self-determination in various life spheres self-realization."

The subject of acmeology is the creative potential of a person, the patterns and conditions for the achievement by the subject of activity of various levels of disclosure of creative potential, the peaks of self-realization. The task of acmeology is to arm the subject of activity with knowledge and technologies that ensure the possibility of his successful self-realization in various fields of activity, including in the field of the chosen profession "Acme" - the pinnacle of professionalism is the stability of high work results, then - reliability. To work professionally means not to have breakdowns, blunders, and blunders. In addition, creativity is a necessary component of professionalism, as well as inspiration and an individual style of activity. Self-development is the way to achieve the heights of professionalism. All students need to develop the habit of self-development, self-improvement, self-education and self-control, because these are the main factors in achieving the state of "acme". However, in order for these acmeological factors to "work", strong incentives are needed. These may be achievement motives. The task of the teacher is to help students in the formation of their motives and needs.

Thus, innovative education includes a personal approach, the fundamental nature of education, creativity, an essential and acmeological approach, PROFESSIONALISM, a synthesis of two cultures (technical and humanitarian), and the use of the latest information technologies.

In recent years, the concept of "computer technology" in education is increasingly being replaced by the term "information technology" (NIT - new information technology in education). All information technologies are related to computer learning. Their implementation requires:

create technological conditions, hardware and software, telecommunication systems that ensure the fulfillment of these conditions;
provide an industrial and technological base for the production of national competitive information technologies and resources within the framework of the international division of labor;
ensure the priority development of advanced production of information and knowledge;
prepare qualified personnel;
to implement a comprehensive introduction of information technologies in the sphere of production, management, education, science, culture, transport, energy.

In the modern period, there is a need to develop and apply open systems of intensive learning. These systems give the student the opportunity to choose the appropriate learning technology and develop an individual program for the formation and actualization of personality. But the implementation of the synthesis of open systems of intensive learning is possible only if a number of conditions are met. It:

comprehensive consideration of the characteristics of pedagogical the environment in which the learning process takes place. The content characteristics of the pedagogical environment are determined by knowledge, skills and abilities; cognitive and cultural potential; forms and methods of organizing training and independent work of students;
observance of the principle of adapting the learning process to the personality of the student. This principle is implemented in practice through the non-linear structuring of the discipline (the compilation of its external and internal modules) and the compilation of a branched program for its study by students;
acceleration of individual development of general scientific and special knowledge by students due to the design of the "logical construct" of the discipline, in which basic knowledge is given in a collapsed form.

The design algorithm for the generalized logical construct of the discipline includes the following procedures:

presentation of content as a system of individual elements;
designing a matrix of relationships between content elements to highlight basic knowledge;
modeling basic knowledge in symbolic, graphical or other form;
transformation of the basic knowledge model in order to highlight the most common concepts and systemic relationships between them;
the formation of general structures of cognitive activity characteristic of a given field of scientific knowledge;
development of a system of particular problems solved by common methods.

The use of modular training is promising.

A module is a logically completed part of the educational material, necessarily accompanied by a control of students' knowledge and skills. The basis for the formation of modules is the work program of the discipline. A module often coincides with a discipline topic or a block of related topics. However, unlike the topic, everything in the module is measured, everything is evaluated: assignment, work, student attendance, starting, intermediate and final level of students. The module clearly defines the learning objectives, tasks and levels of study of this module, names the skills and abilities that the student must master. In modular training, everything is pre-programmed: the sequence of studying the educational material, the list of basic concepts, skills and abilities that need to be mastered, the level of assimilation and quality control of assimilation. The number of modules depends both on the characteristics of the subject itself and on the desired frequency of learning control. Modular learning is inextricably linked with the rating control system. The larger or more important the module, the more points it gets. The concept of the basic content of the discipline is inextricably linked with the concept of a training module, in which the basic content blocks are logically linked into a system.

Based on the basic conceptual base - the thesaurus (in which the main semantic units, terms, concepts, laws that make up the essence of the academic discipline are presented), questions and tasks are compiled covering all types of work on the module, and submitted for control (usually in a test form) after studying module. After studying each module, based on the results of the test control, the teacher gives the students the necessary recommendations. By the number of points scored by the student from the possible ones, he himself can judge the degree of his success in mastering the educational material.

The module contains cognitive and educational-professional parts. The first forms theoretical knowledge, the second - professional skills based on acquired knowledge. The ratio of the theoretical and practical parts of the module should be optimal, which requires professionalism and high pedagogical skills of the teacher.

The modular interpretation of the training course should be based on the principle of consistency, which implies:

consistency of content, i.e. that necessary and sufficient knowledge (thesaurus), without which neither the discipline as a whole, nor any of its modules can exist;
alternation of cognitive and educational-professional parts of the module, providing an algorithm for the formation of cognitive-professional skills and abilities;
systemic control that logically completes each module, leading to the formation of students' abilities to transform acquired skills and professional skills.

With the modular interpretation of the academic discipline, it is necessary to establish the number and content of the modules, the ratio of the theoretical and practical parts in each of them, their sequence, the content and forms of module control, the content and forms of the final control.

Accordingly, module control can be: content-based, activity-based or content-activity-based (learning material, performing an experiment, solving problems). The purpose of creating each module is to achieve a pre-planned learning outcome. The results of the module control characterize both the success of the student's educational activity and the effectiveness of the pedagogical technology chosen by the teacher.

preliminary, current and final control is carried out;
current control is a means of learning and feedback;
a detailed procedure for evaluating the results of individual control links ensures its reliability;
control satisfies the requirements of meaningful and constructive validity (correspondence of forms and purposes);
expanded current control implements motivational and educational functions;
a detailed control procedure makes it possible to develop students' skills of self-assessment of work and form the skills and abilities of self-control in professional activities.

The rating form of control is easy to use. From the very beginning of studying the discipline, each student receives a memo that guides him in the work on the rating. This memo contains a list of tasks to be performed and a scale of points for three levels of performance. Incentive and penalty (for violation of deadlines) points are also taken into account. The memo informs about the established rating range within which the student receives credit or provides himself with "3", "4", "5" for the exam in the discipline.

mei-kak

METHODOLOGICAL DEVELOPMENT

Non-traditional teaching methods

Developed by MPEI-KEK teacher: G.M. Kositsyna

Content

Introduction

Obtaining four levels of knowledge

Signs of active learning and communication

Biorhythmics of professional behavior

Main part. Active learning methods

"Lesson - rally"

"Lesson - Court"

"Lesson - film studio"

"Lesson - salon"

Game "What, where, when"

"Alternative Situation"

Independent cognitive activity

"Lessons - debates", "lessons - discussions", "round table"

"Lesson is a competition"

"Brain attack"

"Teacher vs Students"

"Lectures - provocations"

"Press conference"

The effectiveness of business games

Conclusion. The system of pedagogical decisions, skills and abilities

Literature

Application (for conducting lessons).

Introduction

The main distinguishing feature of modern teaching methods should be the ability to simulate various processes, phenomena and their constituent elements, during which students conduct intense mental work, a collective search for the optimal solution, using their own practical experience and theoretical knowledge. Modernization of the educational process, which provides highly qualified training of specialists, provides for the introduction of active teaching methods. Knowledge is knowledge only when it is acquired by the effort of thought, and not by memory alone.

The real lesson is a joint search for truth by a teacher and a student, a laboratory of the culture of thinking, where this is not there, there is boredom, deadness, lack of spirituality. The drama of learning is that the main work of the teacher-student is not the main area of education. Today it is important to understand: the one who thinks well works well, and creative thinking develops in the process of cognition. Students should strain their minds, overcoming the feasible difficulties of teaching, asking questions and looking for answers to them.

Obtaining four levels of knowledge

All teaching methods: verbal, visual, practical can be both passive and active. Therefore, when using any method, first of all, you need to think about how to arouse students' interest in the topic of the lesson, attract their attention, and activate all types of activities in the lesson. This is only possible if students feel they are equal participants in the educational process. What specifically helps it? Active learning is not the correct method. There are no inactive teaching methods. If you look at the levels of mastery and use of information, then the following system of the student is visible:

level of persuasion;

skill level;

knowledge level.

I and II levels of knowledge - the availability of information and the ability to perceive it. III level of skills - the ability to apply existing information to obtain new knowledge and practical transformation

reality. IV level - beliefs - the ability to prove the truth. Active learning is based on level IV. Active learning methods involve learning in the framework of typical and non-typical situations. What level to reach to remember the material?

Signs of active learning

First of all, you need to "see" the signs of active learning:

Forced activation of thinking and behavior of trainees, forced activity.

The activity of the trainees is comparable to the activity of the teacher. The more active the teacher in the classroom, the less active the student himself. The form itself works when the teacher is preparing for classes (his activity). The system works for us, the created system teaches itself (therefore, much attention is paid to the preparation of the lesson).

An increased degree of motivation, emotionality, creativity of active learning methods affects the emotional sphere, i.e. a person acts, expresses his attitude, etc.

The interaction of students with each other or with the teacher is required.

Focus on the primary development and acquisition of professional, intellectual, behavioral skills and abilities in a short time.

The presence of prerequisites for a phased completeness to the success of the development of educational material.

You also need to focus on communication. Three sides of communication:

perceptual - perception and understanding of another person;

interactive - in joint learning they perform actions, building a common interaction strategy;

communicative - convey information to the student. (I not only influence you, but also receive feedback, and you influence me).

Teacher behavior rules:

Be kind, don't humiliate.

Ability to work in a given mode (rational distribution of forces).

Criticism should be gentle, relevant, evidence-based, constructive.

Don't blame, don't blame, don't complain.

Ability to communicate informally.

Angry - be patient, only having cooled down, yield to reason, it is not difficult to break any line, it is impossible to restore the fragments.

Biorhythmics of professional behavior:

Speech - clear, clear (120 words per minute - normal rate of speech), speak on the exhale.

Facial expression - open, willingness to cooperate, to understand the state of the other.

Facial expressions - to attract attention.

Gestures - enhance emotional moments, excessive gestures are tiring. Raise your hands to the waist, but not to the level of the face, because. it's tiring.

Pose - do not show arrogance.

Gait - the ability to stand up, sit down, move a lot in the audience, but be in the center. Clothes don't stand out.

It is necessary to pay attention to the ability to listen.

4 types: 1) listening-understanding;

listening-support;

clarification;

listening-assessment.

Reflection - awareness of how he perceives other people and himself (analysis, self-assessment), feedback is needed to adjust his activities, his information. Forms of feedback: remarks (in a benevolent form), a desire to speak out, to speak about the speech of the teacher.

Active learning methods

Game forms of learning are the most effective non-traditional forms of building lessons. Scientists - psychologists and pedagogics Yu.Azarov, A.Zaporozhets, V.Sukhomlinsky, L.Elkonin and

others noted that the use of games creates an informal environment in learning, contributes to the development of cognitive interest, the formation of strong and deep knowledge, and develops the intellectual sphere of students.

During the game, the learning goal is presented in the form of a game task: answer quiz questions, solve a crossword puzzle, take part in a steering game, etc. Before starting the game in the study group, it is necessary to determine how students are ready to participate in such classes, how favorable the psychological situation is for conducting such classes. And if it is not favorable, then it is necessary to create a team and a psychological situation favorable for classes.

The teacher must choose a teaching method that would correspond to the nature of the material being studied, the subject and the continent of the students. Therefore, before starting classes, it is necessary to study different methods and techniques of the game, the personal characteristics of students and, knowing their personal qualities, you can start playing.

The game changes the relationship between the teacher and the student. The pedagogy of cooperation, empathy, with the simulation of real life situations, combined with psychological martial arts and collective interaction in game forms, creates new prerequisites for building a new educational process. Therefore, for the effectiveness of the game, it is very important for the teacher to create a kind of attitude towards the game that encourages him to take part in it. The game state consists of such factors as the fascination of the game, interest in its content, obedience to the rules of everyone, including the teacher; purposefulness of the performed gaming actions, summing up, evaluating performance, etc.

After defining the game task, explaining the rules of the game, students begin playing actions. A role-playing historical game can be considered as a special form of organizing the cognitive collective activity of students, as a specific type of educational game, during which students perform purposeful actions in a simulated (imaginary) situation of the past in the present, in accordance with distributed roles. Psychologists believe that role-playing is possible due to the empathic ability of a person to imagine himself in the place of another, while empathizing or sympathizing with him. But this ability, like any other, requires its development. Surprised by the decrease in the emotionality of students, we sometimes do not think about it, that this is a consequence of underdevelopment.

empathic ability, the lack of experience among young people of empathy and sympathy for people around them, the fate of peoples, and specific historical figures. But in order for the material being studied to find an emotional response in students, it is necessary to help them understand the specifics of a particular historical situation, the essence of the events being studied, build a story based on several sources of knowledge, and also characterize and evaluate historical phenomena, figures, social groups, social groups. political parties and movements, the status of classes.

Very important in this regard is the formation of skills in history lessons to analyze historical facts, the causes, results and significance of the events in question, the formation of skills to correctly operate with the knowledge gained. Knowledge of the historical situation, insight into the essence of the events under study and the formation of these skills are the necessary conditions for the active cognitive activity of students in the course of a role-playing game.

However, the effectiveness of a role-playing game depends not only on the level of formed historical knowledge, but also on the appropriate psychological preparation of students, including the experience of playing the roles of historical figures, the creation of an attitude towards the game and a personal attitude to its content. For the initial preparation of students for role-playing games, it is necessary to use a first-person story about historical events, personalities, objects, on behalf of the prince, tsar, historical figures - commanders-in-chief Suvorov, Kutuzov, etc., participants in wars, battles on Krasnaya Vresna, military leaders, members of various parties.

In completing this task, students must look through additional literature (if the task is given at home), or know the actual material on a new topic and topics covered well (if he performs this role without preparing in class).

Therefore, when planning and designing a game, it is important to consider different types of operational tasks for the whole group, and not be limited to tasks for students who have received a role in advance. The content of the game must contain a conflict of opinions, points of view, beliefs, i.e. role-playing game should be problematic in its content.

The development and implementation of business games in the educational process have become widespread in our country, and I use the elements of business games in my lessons. The use of games has a positive side.

It consists in the fact that it contributes to the activation of the educational process.

The game is disposable in nature, it does not repeat itself, and even if there is a need to borrow the main outline of the plot, scenario, then it will still be a game in a new way depending on the creativity of its participants, on the improvisation of actions. The effectiveness of the lesson with elements of the game lies in the fact that a cognitive interest in the subject is awakened, a high degree of assimilation of the material is achieved, based on the emotional impact based on the game. At such a non-standard lesson, conditions are created for the formation of the creative principles of the student's personality.

Departure from the usual forms of education, attraction of additional knowledge and the manifestation of various skills that are widely used in everyday life, make it possible for a student who does not have good knowledge to excel, and serve as the beginning for self-expression of the individual. Where edification is replaced by collective work, when indifference is replaced by interest, and the teacher becomes a spectator or an equal participant in the action, the opinions of students and the teacher become equal, then role-playing gives the greatest success.

For example "Lesson Rally" - is carried out at those lessons when there is a need to compare several fundamental points of view. Such a lesson helps to form the skills to generalize and evaluate historical facts, to apply the acquired knowledge to refute the falsification of history. At the "Lesson-meeting" each student can criticize the assessment of a particular speaker. The student who leads the rally makes a speech, and then representatives of other directions speak, the speeches alternate, then the results are summed up.

"Lesson - Travelers' club" carried out in the study of topics related to review lectures. "Participants" of expeditions are invited to the table of the leader. In writing or orally, participants compose a story about countries, about the peoples inhabiting these countries, about economic development (in geography lessons) or a journey into the past (in history lessons).

"Lesson - court". This form can be used not only in the classroom, but also in extracurricular activities. It can be successfully applied in the lessons of literature, history, in the study of such phenomena as fascism, racism, Stalinism. To conduct such lessons, the teacher creates two groups of students: 3 judges, a prosecutor, a lawyer and witnesses. The group accumulates material (they use collections of documents, memoirs,

publications, periodicals) and composes the testimonies of witnesses, speeches of the prosecution and defense. Considering that students cannot fully reflect the role of this or that political figure, they are prone to schematism. The process is not carried out on a specific person, but on a phenomenon, and the defendant is a symbolic image. For the lesson, a special arrangement of furniture is necessary: in the center is the table of the judges, on the left is the accuser, on the right is the lawyer and the defendant's bench. The lesson is conducted by the chairman of the court. The indictments are heard, the testimonies of witnesses are heard, the public prosecutors and the lawyer make statements. The court retires for a meeting, a verdict is pronounced. You can create a correspondent point (students who will cover the course of the trial).

”Lesson - film studio. Two weeks before the lesson, it is necessary to divide the group into three creative groups and an artistic council, which includes: the head, the socio-political editor, the music editor, the head of the literary department. Technical workers are needed: a sound engineer, illuminators, 3 directors complete creative associations, including scriptwriters, sound engineers, composers, artists, editors, announcers, actors. The teacher sets a task for each creative association. Then students work with textbook material, additional literature, determine the genre of the film and start writing the script. It is necessary to immediately define what is included in the concept of the film. In this case, the film means changing illustrations, accompanied by narration, music, and students' drawings.

After viewing, the members of the artistic council ask the representatives of creative associations questions that have arisen. Members of the Arts Council evaluate the film.

’’Lesson - Salon” . This lesson is a summary of independent work. In 2-3 weeks, three creative groups for the study of culture are created. Within the group, subgroups of 2-3 people are allocated to study the creativity of an individual representative of world culture. Then the task is set: after getting acquainted with the work (of a poet, composer, sculptor, artist), make up a dialogue that would reflect the characteristics of the main trends in art, the main events of that time that influenced their work. After studying additional literature, the teacher forms groups to study the main areas

in art and sets the task: to find common features of manifestations in various directions, in different types of art and compose a composition. The owner of the salon is chosen. Music sounds in the salon, a dialogue, an argument begins. Such a game increases the emotional tone.

’’Game "What, where, when?". Teams are being created. One team remains at the board. She is asked questions about the topic. Discussion of the issue - 30 seconds. One student answers. The team plays until the first wrong answer, after which it gives way to the other team at the board. The winning team receives a score of "5". When elements of this game are used in the lesson, cognitive interest increases, students develop independence and collectivism, and activate passive students.

In education, the independent cognitive activity of students plays an increasingly important role. Types and forms of independent work can be imagined as a kind of staircase with ever steeper steps. First, it is about extracting additional information from the textbook. This is followed by deepening with the help of additional literature and other sources. A higher level is self-acquisition of knowledge and operation of knowledge. Under the guidance of a teacher, students master the ability to analyze, compare. The task for an independent comparative analysis involves the determination of common and special features of two or more plots, events, phenomena, as well as the clarification of the reasons that determined the similarities and differences. On this basis, students make a generalization, form and argue judgments and conclusions.

One of the areas of this work is the use of

lessons ''alternative situations''. The word "alternative" is understood as the possibility of choosing one or more options; a situation of choosing one or another point of view is created in the lesson: the proposed alternatives should be available for understanding and analysis of students, correspond to the amount of their knowledge and level of mental activity.

Teaching the analysis of an "alternative situation" should be carried out in stages, as the theoretical knowledge necessary to develop criteria for the analysis of historical processes is acquired, with the constant complication of the mental activity of students. In a generalized form, the logic of working with an "alternative situation" is as follows: creating a situation of choice - understanding its essence by students - determining the criteria basis for consideration

proposed alternatives - their analysis and evaluation in accordance with the selected criteria - a reasoned presentation by students of their position on the problem under consideration.

For example, in history:

Formulate the essence of each of the proposed ways (solutions)

Identify the historical conditioning of each of the paths

Determine your relationship with them.

Explain the advantages and disadvantages of the rejected path of development

Show the advantages and disadvantages of the chosen path

The teacher can use a form such as "Questions and Assignments". Questions and Assignments assist the teacher in presenting those fundamental questions that were previously presented in a distorted form, did not correspond to historical truth. When performing questions and tasks, a creatively active person is formed, able to think independently. Apply the knowledge gained: from the media, in the discussion of issues that are currently of concern to young people. Assignments are given to the topics of the curriculum and can be used both for group lessons and for individual work, taking into account the preparation of students.

The content of the assignment does not go beyond the scope of the curriculum. When doing them, students can delve deeper into issues that concern many of them.

It is possible to assess the current state of society in different ways, but, nevertheless, it is obvious that the origins of the current problems and phenomena must be sought in the events of the first revolutionary years.

By completing the task, students can not only test their knowledge, but also expand, deepen, systematize their ideas about certain phenomena and processes. To activate the mind

activities in the classroom are "disputation lessons" , "lessons-

excursions" , "round table" , "I am a leader", etc. When preparing such lessons, it is necessary to take into account the level of preparedness and knowledge of students. They should offer a dispute only on those issues that are within their power, on which they are able to find evidence on their own, from sources available to them. Where possible, the teacher should show samples, examples of the collision of different points of view, give arguments that are used

participants in the dispute, in order to gradually, gradually prepare students for active independent participation in discussions.

In order to form a culture of discussion among students, teaching them how to participate in a dispute, it is useful to show examples of a scientific dispute and the existence of different opinions in world science. The lesson offers cognitive tasks that are debatable. Example. The discussion shows the possibility of the existence of different points of view on the same problem. Students do not receive conclusions, assessments, knowledge in a finished form, but they get them to a sufficient extent on their own in the process of doubts, reflections, and their own search for truth. Without overestimating the knowledge of the elements of discussion in the lesson, it should be noted that their purposeful application in teaching practice, combination with other active methods, gives a stable positive result. It consists not only in the process of knowledge and skills, but also in the formation of the qualities of a creatively thinking person devoid of dogmatism, able to understand the point of view of his opponent, accustomed to a variety of opinions and defending his principled positions with dignity.

’’Round table" . Instead of a traditional iterative-summary lesson, hold a round table seminar. Its distinguishing feature is the combination of individual and group forms of activity. Part of the lesson is devoted to independent work in groups. Some groups work on the issues raised, actively discuss them, thereby forming a small "round table"; other groups receive practical tasks: make a crossword puzzle, write a short note, make a plan, test. Then there is a story about the results of their work and the progress of its implementation. This allows you to identify the diversity of opinions, develops the ability to think actively, fosters a culture of communication. Of course, the discussion can take place if there are problematic issues communicated to students in advance.

”Lesson-Competition” It is a kind of combination of game and offset. Preparation for the lesson is in advance.

The teacher briefly describes how the lesson will go. Students elect a jury, which will sum up the results of the team competition. Each team receives task cards. The task is carried out in writing and orally. At the end of the lesson, the jury sums up the results, distinguishes the best answers. The teacher evaluates the work of the jury.

"Brain attack". The form of work is the expression of opinions, ideas, asking questions. Technology of carrying out: groups are divided into two subgroups. The first group is idea generators.

The second group are experts. The task of generators is to throw ideas, the task of experts is to select, evaluate ideas, choose the most acceptable ones. The first group is given a problem, they argue, prove, and the experts analyze the ideas.

"Teacher vs Students" . The topic of the subject being studied is closely related to the topics (sections) of other subjects, with the previous topics of this subject. The studied material is enough to conduct a lesson without prior preparation on this topic. The essence of the seminar is that students strive to find the right solution, wording, etc. The teacher puts up counterarguments against each proposed solution. When preparing, the teacher should stock up on as many counterarguments as possible. If students start to run out of steam, you need to help them by giving new ideas.

"Lectures-editions". The teacher announces the topic and says that there will be n the number of mistakes that he has written on a piece of paper. How many errors are solved by the teacher himself. Reading a lecture - makes mistakes. In 15 minutes, the search for errors begins. Behaviors:

All errors found;

More errors were found than expected.

No errors found.

Concerns: they will remember the information incorrectly.

Pluses: 1. Increased attention of students.

Search activity.

Activation.

Psychological moment.

Development of critical thinking.

"Press conference".

Positive sides:

Develops the ability to satisfy their information needs.

Activating attention by waiting for your question.

Search expectation.

Creates the illusion of improvisation.

Breaking stereotypes.

behavioral activity.

The effectiveness of business games

Business games are a very effective form of testing the material covered before, besides, this method gives students a good opportunity to apply their knowledge in conditions close to real.

Business games provide an excellent opportunity to feel "what happens when this happens."

They emphasize the importance of feelings and emotions in various situations, especially those involving human relationships.

They allow the manager or manager to look at the problem from a new point of view.

They increase the interest of students, give classes a certain dynamics, so that students can change their attitude to certain issues.

Business games are most effective when students feel light and free, when they really "play".

There are many varieties of the business game method:

Roles painted and not painted.

Role-playing games in which students have to make ("act out") their own decisions.

Role-playing games in which students copy ("memorize") a certain style of leadership and behavior.

Business games can be organized in different ways: sometimes there is only one business game, and most listeners just watch. However, this option is more acceptable when students are divided into small groups, which simultaneously and independently of each other play games according to the same "scenario".

The case method and business games have much in common with each other. But there are certain differences between them:

CASE STUDY METHOD

BUSINESS GAMES

The issue is up for discussion

The problem is considered in an environment close to the real one.

The problem is determined by previous events

The problem determines the course of events

The problem affects other people

The problem affects the students themselves

The emotional aspect and attitude to what is happening is considered only hypothetically

The emotional aspect and attitude to what is happening have a significant impact on the result

Emphasizes the importance of facts

The meaning is emphasized

subjective

impressions

From the point of view of psychology, a discussion is a look at a problem situation "outside"

Psychologically, students see the problem situation "from the inside"

Mental participation is supposed

Conditions for emotional participation are created

Improving the ability to analyze problems

Improved ability to interact with other people

Designed to develop hypotheses and ideas

Designed to test hypotheses and ideas

Trains the ability to correctly understand the situation

Trains

emotional control

Actions or decisions are only discussed

Actions or decisions are enforced

The consequences of proposed actions are usually not determined.

Establishes continuous feedback

Thus, active teaching methods, new pedagogical technologies for organizing the educational process not only create favorable conditions for students' creativity, but, above all, make new demands on the teacher.

This is expressed in a new system of pedagogical knowledge, skills and abilities, namely:

in the ability to diagnose the goals of training, education and development;

in a deeper, holistic, systemic knowledge of the subject and related science;

in the ability to model the professional activity of a future specialist in the educational process;

in the ability to determine "predict" the structure of the educational process: goals, content, forms and methods, teaching aids within the framework of the educational topic;

in the ability to organize independent work of students;

in the ability to freely use active methods;

in the ability to quickly manage the educational process, complete training, education, development, ensure the level of knowledge, skills and abilities of students.

Business games are found in various variations, but all of them are essentially a method of specific situations in action. Instead of "discussing" the possible development of the situation, students take on certain roles and communicate with each other, speaking on behalf of a specific actor - a participant in this situation.

Literature

G.L. Landreth, Play Therapy: The Art of Relationships. Moscow, International Pedagogical Academy, 1994

“Modular learning. New pedagogical technologies”, Dnepropetrovsk, 1998

"Games: education, training, leisure" (edited by V.V. Petrusinsky), Moscow, 1995

"Reader in Social Psychology". Moscow, International Pedagogical Academy, 1995

Reader in educational psychology. Moscow, International Pedagogical Academy, 1995

Journal "Teaching History at School".

Magazine "Specialist".

Journal "Secondary vocational education".

"WHEEL OF HISTORY"

The event is held in the form of the Wheel of History quiz game. The quiz can be held as an extracurricular event in history as part of the subject week, as well as at a class hour dedicated to the history of Russia. The game is played by two teams of 6 people. Participants are familiar with the rules of the game in advance.

During this event

Students' knowledge of history is updated and consolidated

Russia;

. communication skills are improved.

An interactive presentation that accompanies the course of an extracurricular activity is the main component in the structure and content of the lesson. Used throughout the event to visualize the playing field, select the topic of the round, visualize tasks and check the answers given by the players.

Rules of the game

The game is played by two teams of 6 people.

The right of the first move is played by lot.

If the team gives the correct answer, then it has the right to answer the quiz question. In case of an incorrect answer, the move is passed to the other team.

Questions and tasks have a different cost from 1 to 7 points, depending on the complexity.

Hosts, speakers and assistants:

The role of the host requires an active, positive communicative person, since the game requires improvisation, an active reaction to the players' remarks, a thorough knowledge of the rules of the game and the ability to convey them clearly and accurately to the players and spectators-fans. Therefore, a suitable high school student or teacher can be in the role of leader.

To help the presenter and quickly calculate the number of points scored, it is advisable to create a counting commission of 2 people (possibly from among the students of the class), who periodically update the information on the scoreboard (magnetic board), indicating the total number of points scored by the teams.

Preparatory stage

The Wheel of History quiz game is preceded by a preparatory period, which includes:

Work on the preparation of quiz questions.

Leader preparation.

Determining the composition of teams by 6 players and choosing team captains.

The choice of assistants to the presenter, the counting commission.

Learning the rules for holding extracurricular activities in the form of the game "Wheel of History".

Design of the auditorium: The wall is decorated in the form of a collage reflecting the main events of the historical stages of Russia, balloons. The magnetic board is designed in the form of a game board. Purpose of the event:

Creation of conditions for the formation of a sustainable interest in the history of Russia, moral and patriotic feelings and value orientations.

Tasks:

Educational:

. contribute to the systematization and consolidation of knowledge on the history of Russia with the help of material presented in extraordinary situations.

Developing:

. conduct work aimed at developing curiosity, imagination, foresight, courage in putting forward hypotheses, the ability to make non-standard decisions;

. contribute to the formation of operational thinking aimed at choosing the best solutions.

Educational:

. improve the ability to carry out educational and cognitive activities in a group;

carry out work aimed at fostering a sense of pride and respect for the past of their country.

Implementation time of the event: 90 minutes

Necessary equipment and materials;

computer, multimedia projector, screen, magnetic board

Homeland of Admiral F.F. Ushakov (Burnakovo).

The frigate, on which F.F. Ushakov made the transition from Kronstadt to

Mediterranean Sea, "Holy" (Eagle).

On July 30, 1769, he was promoted to (lieutenant).

The state against which F.F. Ushakov used the tactics of free maneuvering (Turkey).

Small sailing vessel (yacht)

Offensive (attack)

On February 12, 1763, F.F. Ushakov was promoted to

(midshipman).

The name of the ship (pinki), on which he made the transition from Kronstadt around Scandinavia to Arkhangelsk ("Nargan").

9. One of Fyodor's favorite subjects in the Naval Cadet Corps (navigation).

Y. Place of gathering of merchants for the sale of goods. (Fair).

In 1799, for the capture of the fortress of Corfu, he was promoted to (admiral).

Admiral, twice awarded the Order of Ushakov 1st class during the Great Patriotic War (Levchenko).

13. The fortress, which was defended by the young Black Sea Fleet, headed by F.F. Ushakov, 1787 (Ochakov).

PUZZLE 1

Enter the words horizontally in the cells so that the word "FATHERLAND" is obtained vertically.

1. The island, in the battle near which F.F. Ushakov defeated the Turkish fleet in 1788 (Fidonisi).

Victory (Victoria).

3. The ship "George……." (Victorious).

The name of the battle in which in 1790 F.F. Ushakov defeated the Turkish fleet (Kerch).

The name of the enemy fleet (Turkish).

F.F. Ushakov was awarded the Order of Alexander

(Nevsky)

7. In 1769 he was promoted to……….. (lieutenant).

The name of the frigate, to which F.F. Ushakov was assigned for testing in 1782 ("Agile").

The name of the frigate, which was sent for inspection from Kerch to the Crimean shores and the Akhtiar Bay under the command of Lieutenant Commander Bersenev ("Cautious").

PUZZLE 2

about

1. Sailing vessel with oblique sails (schooner).

A horizontal or sloping "tree" protruding from the bow of a vessel (boowsprit).

The uppermost platform in the aft part, where the watch or guard officers were located and compasses (shantsy) were installed.

4. Operational-tactical connection of warships of various classes (squadron).

5. A tactical technique from the time of the rowing and sailing fleet - a dump or a coupling of ships for hand-to-hand combat (boarding).

6. An outstanding commander of the 18th century (Suvorov).

PUZZLE 3

This star is not easy. It is necessary to insert words into the cells of its rays so that they end in the letter "a". Each ray has a first letter and a serial number.

The ship on which F.F. Ushakov made the transition around Scandinavia (pinka).

Sailing ship with slanting sails (schooner).

Small sailing vessel (yacht).

A three-masted sailing and rowing vessel with slanting sails, armed with up to 50 small-caliber guns (shebek).

Rowing vessel 50-180 oars (galley).

.A relatively small ship for combat operations in coastal areas, mainly for shelling coastal targets (gunboat).

A river boat, a rook, nicknamed after the name of the city (Romanovka).

A two-masted sailing vessel of small or medium size (brigantine). DATE CHAIN

For better assimilation of dates by students as a task, I use such a form of work as drawing up a chain of dates, in which the last digit of the previous date should be the first digit of the next date. Checking the chains is carried out in the classroom: the student writes the dates on the board and gives them a transcript or guesses to the students.

1761771781791801802000?

1761 - Enrollment of F.F. Ushakov in the Naval Cadet Corps in St. Petersburg.

1771 - F.F. Ushakov on the frigate "First" participated in its wiring from Novokhoperskoy

Fortresses to the Sea of Azov.

1781 - F.F. Ushakov on the ship "Victor", as part of the squadron of Rear Admiral Sukhotin, made the transition to the Mediterranean Sea.

1791 - The brilliant victory of the admiral in the Russian-Turkish war at Cape Kaliakria.

- Transfer of Admiral F.F. Ushakov to St. Petersburg.

On May 21, he was transferred to the Baltic Fleet with the appointment of the chief commander of the rowing fleet.

2000 - By the decision of the Commission for the canonization of the Russian Orthodox Church, the outstanding naval commander was ranked among the LOCAL SAINTS of the Saransk diocese.

Horizontally:

1. The end of the Russian-Turkish war with a brilliant victory at Cape Kaliakria (1791).

F.F. Ushakov was transferred from the Azov Flotilla to the St. Petersburg ship crew, promoted to captain-lieutenant (1775).

Return of F.F. Ushakov to Sevastopol (1800).

8. Captain 2nd rank F.F. Ushakov arrived in Kherson, successful fight against the plague epidemic (1783)

10. Admiral F.F. Ushakov's petition for resignation (1806).

The capture of the fortress of Corfu., F.F. Ushakov promoted to admiral (1799).

The first victory of the Russian squadron under the command of F.F. Ushakov over superior enemy forces near about. Fidonisi (1788).

Vertically:

1. Date of birth of Admiral F.F. Ushakov (1745).

3. The beginning of the Mediterranean campaign, during which the Ionian Islands were liberated (1798).

4. Fedor Ushakov promoted to midshipmen (1763).

7. F.F. Ushakov was named LOCAL SAINTS of the Saransk diocese (2000).

9. Blessed death of the admiral (1817).

11. The beginning of the Patriotic War. The arrangement of the hospital by F.F. Ushakov, the donation of funds for the maintenance of the 1st Tambov Infantry Regiment (1812).

FIELD OF DREAMS

Task for 1 round:

What was arranged at the expense of F.F. Ushakov in the village of Alekseevka, where he spent the last years of his life? (Hospital)

Task for round 2:

In 1798, Russia and Turkey entered into an alliance against France. What struck the Turks when meeting in Russian ships? (Neatness).

Task for round 3:

The word "amir" from Arabic means - lord, chief. In Europe, it has been in use since the 12th century. What does it mean in Russia? (Admiral).

Final task:

To whom, following the saying, a person should give his life, soul and honor (Motherland, God, no one).

CROSSWORD "SHIPS OF TIME F.F.USHAKOV"

Horizontally:

A riverboat, a boat, named after the city. (Romanovka)

A small sailing vessel, this type of vessel has many varieties. (Bot)

The ship, which was part of the squadron in 1783, which arrived in the Akhtiar Bay. (Polak)

The vessel with the name "Nargan". (Pink)

3-masted sailing ship with full sailing equipment. (Frigate)

Non-self-propelled barge-type vessel. (Barkas)

Sailing ship with slanting sails. (Schooner)

Rowing boat 50-180 oars. (Galley)

Vertically:

Brig small or medium size with 2 masts. (Brigantine)

A large 2- and 3-deck ship with cannons in a line. (Battleship)

Relatively small ship for combat operations in coastal areas, mainly for shelling coastal targets. (Gunboat)

CROSSWORD "NAMES OF SHIPS COMMANDED BY F.F.USHAKOV"

Horizontally:

2. Frigate, which was tested in 1782 by F.F. Ushakov. ("Prompt")

A frigate piloted by F.F. Ushakov in 1771 from the Novokhopersk fortress to the Sea of Azov. (“First”)

A ship with 16 guns, commanded by F.F. Ushakov, he was part of a squadron and cruised in the Black Sea in 1774. (“Modon”)

A ship with 16 guns, commanded by F.F. Ushakov in 1773. ("Morea")

The deck boat, commanded by F.F. Ushakov in 1772, went from Taganrog to Kafa (Feodosia) and further to Balaklava Bay. ("Courier")

Vertically:

1. The ship commanded by F.F. Ushakov in 1779, "George .... ("Victorious")

A ship with 64 guns commanded by F.F. Ushakov in 1781-1782. and made the transition to the Mediterranean. ("Victor")

Pink, on which F.F. Ushakov made the transition from Kronstadt around Scandinavia to Arkhangelsk in 1766. ("Nargan")

HISTORICAL AQUARIUM

Cards are placed in a specially prepared box, on which are given: names, dates, terms, names of events, etc.

On the card - one task. Students catch (without looking into the aquarium) cards and answer the question. This game is of great interest to children, can serve as a warm-up.

TASKS ON CARDS

SCHOONER, SUVOROV, WAKE, SPRING, BURNAKOVO, DREK, AVIZO, USHAKOV, 2000, BARKAS, BOARDING, 1745, PAVEL 1, CORFU, ALEKSEEVKA, NELSON, MILE, TRAVERS, KARTECH, KALIAKRIA, KHERSON, 1791, etc. .

HISTORY IN PERSONS

1. Warrior-Great Martyr 2. Turkish Sultan

3. Great commander 4. English Rear Admiral

empress
Saint! naval commander, admiral

It is necessary to connect correctly the numbers I and II of the columns.

Yekaterinoslav army

8. Commander of the Turkish Fleet
9 .Count known for philanthropy
10 Field Marshal General .. commander

1.Catherine II

2. Nelson

3. Potemkin

4. Ushakov

5. Stratilat

Selimit III

Eski-Gassan 8. Suvorov 9. Sheremyev 10. AlexyII

5. His Holiness Patriarch of Moscow and All Russia

ANSWERS: 1 - 6; 2-4; 3 - 10; 4 - 7; 5 - 1; 6-2; 7 - 8; 8 - 3 ;9-9; 10-5 ;

The game is played by two teams. They have to come up with a business card, do their homework. The host explains the conditions of each competition, the number of points earned by the team in each competition is determined and calculated by the jury.

Event goals:

Increasing students' interest in the subject of history.

Expansion and deepening of knowledge and skills of students in the subject.

Creation of favorable conditions for revealing the knowledge and skills of students in non-standard game situations.

Raising deep respect for the history of the Fatherland and a sense of patriotism.

Equipment: at the discretion of the teacher, you can decorate the hall where the game takes place in the style of the 18th century; hang portraits of Russian tsars, etc.

Literature: Non-standard lessons. Story. Volgograd, 2002; Subject week of history at school. Contests, quizzes, olympiads. Rostov-on-Don "Phoenix", 2006.

Event progress.

Mussorgsky's "Dawn on the Moscow River" sounds.

Host: Morning, nature is awakening.

The first rays of dawn On the gates of the ancient village Reflections left their own.

People live here

Tall and handsome - Light-eyed and strong men,

Women graceful as willows

Children are like strong oak trees.

Hello dear friends! We are glad to welcome you to our game of history. The motto of the game: "Let the descendants of the Orthodox native land know the past fate." These words were written by A.S. Pushkin in the poem “Boris Godunov”. In the history lessons, you learned about how the Russian state became and developed, which tsars and emperors were at the head of the country, and what contribution they made to Russian history. What wars and peasant uprisings took place on the territory of the country. In this game, you will need to remember all this and show your knowledge. After all, we all need to know the past of our Motherland in order to better understand our

of today's life and correctly assess certain situations. The competition covers the history of Russia from ancient times to the 19th century.

Two teams from two groups were selected in advance. They had to prepare a name, a motto, an emblem and a salutation.

All our contests will be evaluated by a highly respected jury. Let me introduce...

competition:

“Greetings"

Teams must prepare in advance for this competition. For example, the name of the teams may be the following: “Golden Horde”, and the motto “Better a fixed death than a shameful life”. Or “Musketeers” with the motto “One for all, and all for one”, etc.

When evaluating, attention is paid to the appearance, emblem, team exit, the correspondence of the team name, the motto of the era that is directly studied in history classes.

competition:

“Warm-up”

You need to finish the sentence. If the team gives a continuation, then 2 points, if they remember the author, then 3 points.

For the Sing command:

“Who will come to us with a sword...” (...he will die by the sword!”)

(Alexander Nevsky, having learned that the Varangians are advancing on Russia).

For the 2nd team:

“I came, I saw, ...” (... won”).

(Julius Caesar in 47 BC)

competition:

“Surprise” Homework

For this competition, teams prepare a drawing depicting some fragment of the Middle Ages in Russia in advance. For example, from military history or cultural history. Representatives of the other team must determine what event is being discussed, when it happened, name the heroes, indicate its meaning.

IV competition:

“Speed and pressure”

Each team member answers a question. If the answer is correct, one token or an asterisk is given. If there is no answer, any other participant can answer the question, and he is already given a token. The team with the most tokens wins this competition.

Questions for the 1st team:

What bird from time immemorial has become a symbol of courage and prowess? (Falcon).

In what year did the baptism of Russia take place and under what prince? (About 988, Prince Vladimir).

The place where the “Battle on the Ice” took place? (Chudskoye lake).

What was the main battle that decided the outcome of the Northern War on land? (1709 Battle of Poltava).

The capital of the ancient Russian state, “the mother of Russian cities”. (Kyiv).

The leader of Russian soldiers in the battle on the Kulikovo field. (Dmitry Donskoy).

The first Russian emperor. (Peter I).

What color was the first naval ensign in Russia? (Red - white ^ blue).

The king who pursued the policy of the oprichnina. (Ivan the Terrible).

The name of the prince, nicknamed the Wise. (Yaroslav).

Questions for II team:

Who is the first Russian Tsar? (Ivan IV).

How many years did the Northern War last? (21 years old).

In what year did Ukraine reunite with Russia? (1654).

For what victory and in what year was Prince Alexander Yaroslavovich nicknamed Nevsky? (For the victory over the Swedes in 1240 on the Neva River).

What bird can work as a postman? (Pigeon).

In what year did the construction of St. Petersburg begin and from which fortress? (1703, May 16, from the construction of the Peter and Paul Fortress).

What is a label? (The label is the right to reign, which the Russian princes received at the headquarters of the khan).

Under what king did the convocation of the Zemsky Sobors begin, was the Sudebnik drawn up? (1594, Ivan IV).

What year did the Battle of Kulikovo take place? (1380).

What was the name of the first king of the Romanov dynasty? (Mikhail Romanov).

competition:

“An unexpected assignment."

Teams receive envelopes. A description of some event is given, and the team needs to guess this event.

Envelope for the 1st team:

At sunrise, the knightly cavalry rushed to the attack. The Germans lined up in the form of a “pig” wedge. Knowing this tactic, the prince (...) strengthened the flanks and, in the midst of the battle, squeezed the knightly army like pincers. “And ice was nowhere to be seen, blood was pouring everywhere,” the chronicler reported.

Answer: April 5, 1242. Battle on the Ice.

Envelope for the 2nd team:

When the sun's rays dispersed the fog, the opponents saw each other. A dense dark gray cloud of the Horde was approaching the Russian army shimmering with shiny armor. According to legend, the battle began with a duel between the heroes of Chelubey and Alexander Peresvet.

Answer: September 8, 1380. Kulikovo battle.

competition:

“Captains."

Two paintings by the artist V. Surikov are presented.

For captain Sing of the Boyar Morozova team.

Question: What historical event is the basis of this picture?

Answer: Church schism or the reform of Patriarch Nikon in the 17th century.

For the captain of the 2nd team "Morning of the Streltsy Execution".

Question: In what year did the event depicted in the picture take place?

Answer: In 1698, after the return of Peter from the Great Embassy, i.e. from the first trip abroad.

Between competitions, you can work with fans. A question is asked and the fan of which team will be the first to answer the question, then the points are counted to this team.

Questions:

A rule binding on all citizens of the state. (Law).

Tolls and the right to trade. (Duty).

The goddess of love and beauty among the ancient Greeks? (Aphrodite).

Church court in the Middle Ages? (Inquisition).

The first president of the United States? (Washington).

Arab homeland? (Arabian Peninsula).

An alloy of copper and tin? (Bronze).

Remission of sins in the Catholic Church? (Indulgence).

Father of Alexander Nevsky (Prince Yaroslav).

Muslim holy book? (Koran).

Origin of cotton? (India).

The master who cast the Tsar Cannon? (Andrey Chokhov).

Material for writing in ancient Novgorod? (Birch bark).

14. Land ownership transmitted in Russia by inheritance? (Votchina). 15. Tatar Khan, who was defeated on the Kulikovo field? (Mamai).

Host: So our game is over. We hope that it was of great benefit to you. You repeated and deepened your knowledge of the history of the Fatherland, and someone may have learned something new for themselves. We worked together in the same team, fought for the result and, of course, became even friendlier with each other. Let your team not win today, but the impressions of the game will be remembered for a long time.

The jury sums up.

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

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

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

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

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

The main forms of organization of practical (industrial) training

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The concept of vocational training methods

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

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

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

The brainstorming process consists of the following steps:

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

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

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

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

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

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

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

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

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

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

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

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

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

"Methods with the use of obstructing conditions"

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

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

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

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

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

Sample list of questions for reflection:

What made the biggest impression on you?

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

Is there anything that surprised you during the session?

What guided you in the decision making process?

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

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

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

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

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

Bibliography

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

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

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

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3 Koishibaeva N.I. oneZhunisbekova D.A. one

1 South Kazakhstan State University named after M. Auezov

2 South Kazakhstan State Pedagogical Institute

3 Kazakh National Pedagogical University named after abaya

With the orientation of the modern school on the versatile development of the child's personality, a harmonious combination of educational activities with creative activities associated with the development of individual inclinations of students, their cognitive activity, the ability to independently solve problems, etc. is necessary. Consequently, the success of modern education is impossible without a revision of the traditional educational process: its content, forms, teaching methods, organization of activities, etc. Hence, the increased interest in non-traditional pedagogical technologies is not accidental. The introduction of non-traditional pedagogical technologies and their successful combination with traditional education is more focused on the development of the student.

learning process

learning technology

teaching methods

traditional methods

unconventional methods

intellectual and cognitive abilities.

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3. Katz E., Babaeva Yu. Basic provisions of the concept of primary education // Modern educational technologies. - M., 2008.

4. Zhunisbekova Zh.A. Development of creative abilities of preschool children in the process of playing activity // Renewed Kazakhstan in the world space: achievements and development prospects: abstracts of reports. Rep. conf. (SKSU named after M. Auezov, 2012). - Shymkent, 2012. - S. 102-107.

5. Levitas G.G. Modern mathematics lesson - teaching methods. - M .: Higher School, 1999.

6. Minskin E.M. From games to activities: Educational and educational games for younger students. – M.: Enlightenment, 1999.

Introduction

The renewal of all spheres of social life has clearly revealed the need to change the forms of individual education of the younger generation. They become more democratic, there is a possibility of a wide choice. In the context of flexible, variable social practice, the importance of an unconventional approach to learning increases as a way for a person to master arbitrary higher forms of individual learning, in which a person is an active subject of social choice. There is a growing social need for the early introduction of each new member of society to the complex practice of innovative learning in the pedagogical system.

The orientation of the modern school towards the versatile development of the child's personality implies, in particular, the need for a harmonious combination of educational activities, within which basic knowledge, skills and abilities are formed, with creative activities related to the development of individual inclinations of students, their cognitive activity, the ability to independently solve problems and etc. Active introduction to the traditional educational process of various developmental activities aimed at developing the personality-motivational and analytical-synthetic spheres of the child, memory, attention, spatial imagination and a number of other important mental functions is one of the most important tasks of the teaching staff. Consequently, the success of modern education is impossible without a revision of the traditional educational process: its content, forms, teaching methods, organization of activities, etc. Hence, the increased interest in non-traditional pedagogical technologies is not accidental. The introduction of pedagogical technologies and their successful combination with traditional education are more student-oriented. They are built taking into account the interests, inclinations, capabilities of the student and guarantee a minimum level of learning, provide repeatability and reproducibility of results.

It cannot be said that the idea of personality development is new, that earlier the problems of child development in the learning process were not raised or solved. You can list a number of names (L.S. Vygotsky, V.V. Davydov, E.N. Kabanova-Meller, N.A. Menchinskaya, I.S. Yakimanskaya, etc.), which are associated with the problems of personality development in the learning process . At one time or another in the development of society, this idea is brought to the fore or temporarily "forgotten", but its study never stops, and most importantly, its practical implementation in school.

That training, which is limited for its purposes only by mastering the external means of cultural development (these include mastery of writing, reading, counting), can be considered traditional, solving purely educational problems. Education, which considers as the leading goals the provision (organization) of the development of the higher mental functions of the individual as a whole through the mastery of external means of cultural development, is developing and, at the same time, acquires a purposeful character. The result of such training is the level of personality development achieved by the child, his individuality.

Note that the selection of traditional and non-traditional technologies does not oppose one teaching method to another. On the contrary, the created holistic view of numerous teaching technologies not only contributes to an equal attitude towards them, but also contributes to the regular introduction of the teacher to the whole range of sources of information about them: didactics, methods of teaching mathematics, and the experience of teachers in general education institutions. Thus, various teaching technologies, complementary to each other, characterize the same interaction between teacher and students from different sides. Therefore, the choice and appropriate combination of teaching technologies is a complex pedagogical problem that can be solved by a teacher at different levels: intuitive, conscious and reasonable.

The rationale for the choice and combination of teaching technologies in the development of a lesson should be carried out by establishing their compliance with the set educational, educational and developmental goals, the selected content of the educational material, the capabilities of students and teachers, the existing conditions and the allotted time for studying educational material.

The purpose of the study: to determine the ways and means of combining traditional and non-traditional technologies for teaching mathematics in primary school.

Based on the goal, it becomes necessary to solve the following tasks:

Based on the analysis of the current state of traditional and non-traditional teaching technologies, determine ways to improve the process of teaching mathematics in basic school;

To reveal the content and essence of the process of combining traditional and non-traditional technologies for teaching mathematics in basic school;

Theoretical substantiation of the pedagogical expediency of combining traditional and non-traditional teaching technologies in the educational process.

Material and research methods

In the course of the study, we used a set of methods adequate to the tasks set: theoretical analysis of philosophical, psychological, scientific and pedagogical literature, programs, textbooks in mathematics, observation of the process of teaching mathematics to students.

Research results

In didactics, it is established that all components of the educational process are naturally interconnected. Purpose as a law determines the content and methods of teaching. Methods determine the choice of means and forms of organization of the educational process. The interconnected unity of all components of learning provides certain learning outcomes.

Certain fundamental requirements for its effective organization follow from the laws of learning, which are called the principles of learning. Knowing the principles of teaching allows you to more confidently choose the necessary teaching methods.

Knowing the general structure of the learning process and its methods, the teacher will think over what methods of activity, what specific actions and operations he and the students themselves will carry out at this stage of the lesson, what teaching aids will be used in order to most successfully solve the tasks assigned to this stage of learning. It must be remembered that actions are always correlated with the tasks set, and operations - with the existing conditions for learning. And although actions and operations are interconnected, their specifics must be taken into account when constructing a certain technique and method of teaching.

The idea of the functions of teaching methods has been expanded. Now allocate motivating (stimulating), organizing and controlling functions. The goals of applying the methods are also not limited to the education of schoolchildren, they necessarily include upbringing and development. Therefore, they talk about the educational, upbringing and developmental functions of teaching methods. These provisions recognize all didacts, but at the same time they highlight the dominant functions of each method.

A developing theory and methodology for the optimal choice of teaching methods has arisen, in which criteria have been developed for choosing the most effective methods for a given situation, a comparative assessment of their effectiveness in typical situations has been carried out, and conditions have been determined in which this or that combination of teaching methods is most rational.

The same must be said about the importance of excellence in improving teaching methods. For example, the Lipetsk experience in pedagogy and school practice left an important dialectical idea of a creative approach to building the structure of a lesson. From the Rostov experience in pedagogy, the idea of optimizing the educational process arose, i.e. choosing its optimal option based on a deep study of the real learning opportunities of schoolchildren, a skillful combination of various teaching methods without exaggeration or underestimation of some of them, the idea of increasing the effectiveness of learning without overloading schoolchildren and teachers.

On the basis of various methods, conditions are created for the comprehensive development of the cognitive abilities of schoolchildren. Naturally, at the same time, a measure of diversity must be observed so that learning does not turn into a kaleidoscope of changing activities that distract students' attention from the essence of the educational material. All this again requires teachers not only to apply a variety of technologies on their own, but to select their optimal combination in each specific case. To do this, first of all, it is necessary to understand the situation of choosing a technology, i.e. to carry out its thinking, substantiation, and not spontaneous, random application.

The development of a modern school in Kazakhstan is characterized by its focus on meeting the various educational needs of the individual at all stages of school education. The transition of a mass school to a basic curriculum, the creation by each educational institution of a student-centered content of education and the introduction of various technologies, their implementation in the practice of school work again makes the problem of using non-traditional teaching methods in a primary school urgent. The dominant personality-oriented orientation in learning involves the recognition of the student's subjectivity, which is determined to a large extent by the direction of his personal development. At the same time, the student retains the right to self-determination, self-realization in the implementation of mastering the methods of educational work that help him acquire knowledge, skills, for their subsequent application in situations not related to learning, and also makes it possible to choose the method of teaching, the level of information, etc. . a stage in creating conditions for the implementation of a student-centered approach in education are non-traditional teaching methods, which are more focused on the student and can serve as one of the ways to modernize the educational process in modern conditions, such as: 1) individualization and level differentiation; 2) informatization; 3) intensification with the help of educational games. All of them allow you to increase the activity of the child, his need for the assimilation of knowledge and skills.

The leading didactic task facing the teaching of mathematics to primary school students is the activation of their cognitive activity, the development of independence and the formation of a creative attitude to mastering educational material. Educational and cognitive activity and the assimilation of knowledge by primary school students bear the imprint of the individual characteristics of their thinking, memory, and ingenuity. All this leads to the conclusion that it is necessary to implement the didactic principle of an individual approach to students in collective forms of education and to intensively develop the problem of individualization in the educational process.

The next principle of an individual approach to primary school students is a differentiated approach. The most important condition for a differentiated approach is the knowledge and consideration of the individual characteristics of each child on the basis of determining his learning opportunities. Individual features of mental processes determine the level capabilities of the child and determine his profile orientation depending on the development of perception, memory, thinking, sensation and emotions. Therefore, the introduction of individualization and level differentiation in the learning process, as well as the use of tasks that correspond to the level of their individual development in mathematics lessons in basic school, will bring joy to the child and arouse a steady interest in learning, as well as activate learning motivation.

Mathematics does not begin at all with an account, as it seems obvious, but with ... riddles, that is, problems. In order for primary school students to develop creative thinking, it is necessary that they feel surprise and curiosity, repeat the path of mankind in cognition, and satisfy the emerging needs for records. Only through overcoming difficulties, solving problems, a child can enter the world of creativity. The primary school plays an important role in preparing children for creative work. It is in early school age that the psychological basis for such activities lies. Imagination and fantasy, creative thinking develops, curiosity is brought up, the ability to observe and analyze phenomena, make comparisons, generalize facts, draw conclusions, and practically evaluate activities, activity, and initiative are formed. Interests, inclinations begin to take shape and differentiate, needs are formed that underlie creativity.

One of the advantages of informatization of education is the use of educational programs in mathematics lessons, such as the game programs "Tower of Knowledge", "Superintelligence", "Wunderkind", "Count and Win", "Mental Counting", "Fraction" and others that allow teaching , summarize and control the assimilation of the material at various stages of mastering the material of the lesson.

The formation of the logical thinking of children of primary school age, which has always been one of the most problematic tasks of pedagogy, in the conditions of informatization of society becomes an even more difficult problem, and the reason here lies, first of all, in the fact that the subject environment that surrounds a small person is radically changing. entering the world of knowledge. The subject environment is not only increasing, but also fundamentally new segments of the subject environment are appearing, and their appearance is associated, first of all, with the global process of informatization of society. Many objects of new segments of the subject environment are "things in themselves" for teachers. There is a great danger here that the development of children, including the formation of their logical thinking, will not have either the proper cognitive support or the proper psychological-age strategy for their upbringing.

The game has always been one of the most powerful tools for the development, upbringing and education of children. The state of the subject environment and the use of computer programs and games are closely interrelated. It is in the process of using computer games in mathematics lessons in elementary school that these actual objects of the objective environment become “things for him” for the child.

It follows that computer games as a modern pedagogical tool require careful selection and analysis of the segment of the subject environment in which its scenario is implemented.

The nature of the existing relationship between students and teachers affects the effectiveness of all educational work. Established relationships can be different: they favor the pedagogical process and make it difficult, they can stimulate the process of learning and interest, and they can slow them down. The principle of the child's activity in the learning process has been and remains one of the basic and most important concepts in didactics. This concept refers to the quality of a child's activity, which is characterized by a high level of motivation, a conscious need to acquire knowledge and skills, as well as performance and compliance with social norms. Such activity of the child can be caused by purposeful pedagogical influences and the organization of the pedagogical environment, that is, by intensifying mathematics lessons in basic school. These include the use of educational games in mathematics lessons in elementary school. The game, along with learning and work, is one of the main types of human activity. According to the definition of Academician G.K. Selevko: "a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved." Most games have four main character traits, these are: free developing activity; creative, largely improvisational, very active nature of this activity; emotional elation of activity, rivalry, competitiveness, competition, etc.; the presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

The structure of the game as a learning activity includes goal setting, planning, goal realization, as well as analysis of the results in which the student realizes himself as a subject. The motivation for gaming activity is its voluntariness, the possibility of choice and elements of competition, as well as the satisfaction of the needs for self-affirmation and self-realization of students. The use of the following types of educational games in mathematics classes in the main school: arithmetic games, geometric games, games for the development of imagination, memory and attention, and others, stimulates students to study. The implementation of the use of educational games in mathematics lessons takes place in the following main areas: a didactic goal is put forward for students in the form of a game task; educational activity is subject to the basic rules of the game; educational material is used as its means, an element of competition is introduced into educational activity, which translates the didactic task into a game one; successful completion of the didactic task is associated with the gaming result.

Planning, developing and working out the most favorable background for intensive learning contributes to positive changes in the personal, motivational and semantic sphere of the student.

Thus, the study of the problem of using non-traditional teaching methods in mathematics lessons in elementary school shows that there is a need to move from focusing on the average student to differentiated and individualized training programs. Therefore, an important role is given to primary school teachers to significantly change both traditional and intensive forms of educational activity, and their use in the lessons of modern educational technologies that model the creative process itself is necessary. For the use of non-traditional teaching methods makes it possible to create the comfort of the student's stay in a certain level group, where the child has the opportunity to self-realize his intellectual abilities.

Bibliographic link

Zhunisbekova Zh.A., Iztaev Zh.D., Ismanova N.E., Dautkalieva P.B., Koishibaeva N.I., Zhunisbekova D.A. ON THE NEED TO COMBINE TRADITIONAL AND NON-TRADITIONAL EDUCATION METHODS IN BASIC SCHOOL // International Journal of Experimental Education. - 2015. - No. 1. - P. 19-23;
URL: http://expeducation.ru/ru/article/view?id=6314 (date of access: 01/05/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"