Ministry of Education of the Republic of Belarus

Educational institution Belarusian State Pedagogical University named after Maxim Tank

Department of Auxiliary Historical Disciplines and History Teaching Methods

Course work

Active methods in teaching socio-political disciplines

Minsk, 2009

1. Introduction

2. Chapter 1 Classification of active teaching methods in teaching socio-political disciplines

3. Chapter 2 Characteristics of techniques and methods of active learning

4. Conclusion

5. Sources and literature

6. Application

Introduction

The topic of my course work is “Active methods in teaching socio-political disciplines.” This paper will examine in detail various aspects of teaching methods. Particular attention will be paid to this concept, as well as its types.

Purpose: to review “Active methods in teaching socio-political disciplines”.

Objectives: analyze active teaching methods, consider their main types, analyze the structure, characteristics, classification, features of methods.

In this course work The following sources were used: Zhuk A.I. “Active teaching methods in the system of advanced training for teachers: educational method. manual”, Grigalchik E. K “We teach differently. Active learning strategy”, Gin A.A. “Pedagogical techniques: freedom of choice. Openness. Activity. Feedback. Ideality" and others. I took the main material from the book by A. I. Zhuk “Active teaching methods in the system of advanced training for teachers.” There, various aspects of teaching methods in teaching various subjects are discussed in great detail, the structure, characteristics, classification, and features of the methods are well described. In other sources, authors also pay great attention to this issue, but in most books the main points are repeated. The main point of view on active learning methods is the same among all authors. The course work consists of two chapters: Classification of active learning methods in teaching socio-political disciplines and characteristics of techniques and methods of active learning.

The search for new forms and methods of studying socio-political disciplines in our time is not only a natural, but also necessary phenomenon. Active learning methods make it possible to understand the relationship between events, analyze, have your own opinion, be able to argue and debate tolerantly. A new approach to learning should not be based on the acquisition of new knowledge, skills and abilities, but on development, which ensures the formation of a person as an individual. The relevance of this topic is due to the pedagogical significance of teaching methods, as well as the need to comprehensively study and apply them. The specificity of this topic lies in the fact that teaching methods are studied, because they are the basis of the teacher’s pedagogical activity. Nowadays, when the volume of information increases, the didactic function of the teacher is based not on teaching knowledge, but on developing the skills to find it. The learning process is not the automatic teaching of program material to students, but the preparation of the student for life, to develop the ability to understand the world, to work creatively and interact with other people.

discipline active teaching method

Chapter 1 Classification of active learning methods in teaching socio-political disciplines

Teaching methods are a system of sequential interconnected actions of the teacher and students, ensuring the assimilation of the content of education. The teaching method is characterized by three characteristics: it indicates the purpose of training, the method of assimilation, and the nature of interaction between the subjects of training. The concept of “teaching method” was interpreted differently by domestic teachers. Some understood it as “a way of transmitting knowledge to others” (D.I. Tikhomirov) or attributed to it “in general all the methods, techniques and actions of a teacher” (K.V. Elnitsky). Others considered the teaching method as “a set of coordinated teaching techniques” (S.A. Ananyev), etc. Teaching aids, as an integral part of the material and technical equipment of an educational institution, are a set of objects that include educational information or perform training functions and are intended to develop knowledge, skills and abilities in children, manage their cognitive and practical activities, comprehensive development and education.

The teaching method is a historical category; they change with changes in the goals and content of education. American educator K. Kerr identifies four “revolutions” in the field of teaching methods, depending on the prevailing means of teaching (1972). The first was that parent teachers, who served as models, gave way to professional teachers; the essence of the second is the replacement of the spoken word with the written one; the third introduced the printed word into teaching; the fourth, currently occurring, involves partial automation and computerization of teaching.

The empirical approach to the problem of teaching methods and means has led to a large discrepancy in the nomenclature of methods among different authors without scientific justification for the number, consistency, necessity, sufficiency, principles of classification and boundaries of application of teaching methods. Research by teachers and psychologists has shown that the assimilation of knowledge and methods of activity occurs at three levels: conscious perception and memorization; application of knowledge and methods of activity according to a model or in a similar situation; creative application. Teaching methods are designed to ensure all levels of learning. Currently, the teaching methods in the practice of many teachers ensure the assimilation of knowledge and methods of activity mainly at the first two levels. One of the reasons for the insufficient implementation of teaching methods that ensure the creative application of knowledge is the poor development of the theoretical concept of teaching methods, which is characterized by descriptiveness and empiricism. In the 70-80s. Attempts have been made at multidimensional and integrated approaches to the study of teaching methods (A.N. Aleksyuk, Yu.K. Babansky, I.D. Zverev, I.Ya. Lerner, M.I. Makhmutov, M.N. Skatkin, etc.) .

Active learning methods (ALM) are a set of pedagogical actions and techniques aimed at organizing educational process and creating by special means conditions that motivate students to independently, proactively and creatively master educational material in the process of cognitive activity.

Features of the methods. The emergence of active learning methods is associated with the desire of teachers and trainers to intensify the cognitive activity of students or contribute to its improvement. In the educational process, three types of activity are clearly manifested: thinking, action and speech. Another implicit one is the emotional and personal perception of information. Depending on the type of active learning methods used, either one of the types or a combination of them can be implemented in the lesson. The degree of student activation is considered depending on which and how many of the four types of student activity are manifested during the lesson. For example, in a lecture, thinking (primarily memory) is used, in a practical lesson - thinking and action, in a discussion - thinking, speech and sometimes emotional and personal perception, in a business game - all types of activity, on an excursion - only emotional and personal perception . This approach is consistent with experimental data, which indicate that when presenting material in a lecture, no more than 20-30% of the information is absorbed, when working independently with literature - up to 50%, when speaking - up to 70%, and with personal participation in the activity being studied (for example , in a business game) - up to 90%. The methods can be used as independent pedagogical developments or in combination with traditional ones. There are also principles for enhancing traditional forms of learning. Approaches to the systematic use of MAO are set out in the theory of Active learning.

Signs of methods. Most often, the following signs are identified: Problems. The main task in this case is to introduce the student into a problem situation, in order to get out of which (to make a decision or find an answer) he does not have enough existing knowledge, and he is forced to actively form new knowledge himself with the help of the teacher and with the participation of other students, based on the knowledge of others and his own professional experience, logic and common sense. The optimal version of a problematic problem is one whose solution is ambiguous even for a specialist or teacher. Adequacy of educational and cognitive activity to the nature of future practical (job) tasks and functions of the student.

This especially applies to issues of personal communication, service and official relationships. Thanks to its implementation, it is possible to form students’ emotional and personal perception of professional activity. The most complete approaches to the implementation of this feature are outlined in the theory of contextual learning. Therefore, this feature is also interpreted as the implementation of contextual learning.

Peer education. The core point of many forms of conducting classes using active learning methods is collective activity and a discussion form of discussion. This feature does not deny the individualization of learning, but requires its reasonable combination and skillful use. Numerous experiments on the development of the intellectual capabilities of schoolchildren have shown that the use of collective forms of learning had an even greater impact on their development than factors of a purely intellectual nature.

Personalization. The requirement to organize educational and cognitive activities taking into account the individual abilities and capabilities of the student. The sign also implies the development of self-control, self-regulation, and self-learning mechanisms in students.

Research into the problems and phenomena being studied. The implementation of the trait allows us to ensure the formation of the starting points of the skills necessary for successful self-education, based on the ability to analyze, generalize, and take a creative approach to the use of knowledge and experience.

Spontaneity and independence of students’ interaction with educational information. In traditional teaching, the teacher (as well as the entire complex of didactic tools he uses) plays the role of a “filter” that passes educational information through himself. When learning is activated, the teacher moves to the level of the students and, in the role of an assistant, participates in the process of their interaction with the educational material; ideally, the teacher becomes the leader of their independent work, implementing the principles of cooperation pedagogy.

Motivations. Activity, both individual and collective, both independent and regulated educational and cognitive activity of students, is developed and supported by a motivation system. At the same time, the motives used by the teacher for students include: Professional interest. The creative nature of educational and cognitive activity. Competitiveness, playful nature of classes. Emotional impact. In conditions of problematic content, creative nature and competitiveness of activity, a quick, sharp activation of the body's reserves occurs. The emotions that arise in this case activate, motivate a person, and initiate his focus on performing activities.

Classification. Today there are different approaches to the classification of MAO. As distinctive features, the following are used: the degree of activation of students, the nature of educational and cognitive play activity, the method of organizing game interaction, the location of the classes, their intended purpose, the type of simulation model used and many others. Based on the nature of educational and cognitive activity (this classification is most often used), active learning methods are divided into: imitation methods, based on imitation of professional activities, and non-imitation methods. Imitation, in turn, is divided into gaming and non-gaming. At the same time, non-game methods include analysis of specific situations (ACS), analysis of a manager’s business mail, actions according to instructions, etc. Game methods are divided into: business games, didactic or educational games, game situations and game techniques and procedures. active training. At the same time, game procedures and techniques include means of implementing individual, individual principles. First of all, various forms of activation of lectures and other traditional forms of teaching, game-based pedagogical techniques, and individual means of activation. For example, a lecture using the method of analyzing specific situations in the form of an illustration carried out by the teacher, a lecture with planned errors, a lecture together, a problematic lecture, a creative task - implementing the principle of problematic nature; lecture, press conference, lecture-discussion, lecture-conversation - the principle of dialogue communication.

Game situations seem to be a means of implementing two or more principles, the composition of elements does not coincide with the business game (in terms of quantity) and does not have a formalized structure, rules of conduct on the playing field, or regulations. An example of a game situation can be considered discussion classes conducted in an expanded form, with unplanned speeches and opposition, when it is not known in advance who and in what capacity (speaker, critic, provocateur) will participate in the discussion. As well as situations used for role-playing games, theatrical games, simplified management training, etc. If the game situation is used as a basis, but the activities of the participants are formalized, that is, there are rules, a strict evaluation system, a procedure for action, regulations are provided, then we can assume that we are dealing with a didactic game. Accordingly, Business games include methods that implement the entire set of elements, and, consequently, the entire complex of activation principles characteristic of active learning methods.

Non-imitation methods include on-the-job training, programmed training, problem-based lectures, and final work. By purpose they distinguish: motivation of cognitive activity, communication of educational information; formation and improvement of professional skills; mastering best practices, monitoring learning results.

Based on the type of activity of participants when searching for solutions to problems, methods based on: ranking of objects or actions according to various characteristics are distinguished; optimization of processes and structures; design and construction of objects; choosing tactics of action in management, communication and conflict situations; solving an engineering, design, research, management or socio-psychological problem; demonstrations and training of skills of attention, invention, originality, quick thinking and others.

Based on the number of participants, they distinguish: individual, group, collective methods, as well as methods that involve the work of participants in dyads and triads. Depending on the location, they are distinguished: in-class and out-of-class, on-site, excursion. According to the principle of using computer technology - manual, (without the use of VT); computer - computer games; and computer games.

Structure. There are four structural groups of game activity elements that take place in the implementation of all forms and methods of active learning. Problematic content. A simulation model is the main, central element of a business game. If we consider the whole complex of active learning methods, then the basis of other game forms, instead of it, can be used creative (or problematic) tasks, situational tasks, problematic issues. The second element of the implementation of problematic content is the gaming environment. Structure, elemental composition of active learning methods, organization of participants in game action. This element of the game is reflected in the way teams are formed, roles are defined and distributed. Game interaction. The order, type and methods of actions of the participants are determined by the rules, which are described separately or in the game scenario. The conditions in which gaming interaction takes place are called the gaming environment.

Methodological support. The requirement for the formation of a didactic model of game action, the implementation of the principle of two-dimensionality is fulfilled when implementing all the game elements listed above, but such game elements as immersion, reflection and an assessment system serve only didactic purposes. They ensure the success of the game action and therefore best meet the didactic goals of the game. The totality of all game elements in terms of their didactic orientation is interpreted as a game model.

The activity of human learning was substantiated by L. S. Vygotsky and S. L. Rubinstein. Their leading ideas are provisions on the socio-historical nature of consciousness, on the unity of consciousness and activity. On the basis of these theoretical premises, psychologists P. I. Zinchenko, A. N. Leontyev, A. A. Smirnov and others studied the structure of activity and the influence of consciousness on learning. A, N. Leontiev, P. Ya. Galperin showed that the result of learning depends on the nature of knowledge. Based on these connections, P. Ya. Galperin, N. F. Talyzina, D. B. Elkonin developed a theory of the gradual formation of mental actions. This system is based on a gradual transition from external activities in the application of formed actions (exteriorization) to internal ones (interiorization). The operational concept of learning (P. Ya. Galperin, A. N. Leontyev, N. F. Talyzina) proceeds from the fact that the process of assimilation of knowledge is achieved by transferring material action to the plane of mental development.

In the development of the theory and practice of active learning, research related to the improvement of teaching methods played a major role. These include the works of A. N. Aleksyuk, I. D. Zverev, V. I. Korotyaev. I. Ya. Lerner, M. M: Levina, V. N. Maksimova, M. I. Makhmutov, I. T. Ogorodnikov, M. N. Skatkin and other researchers.

A significant contribution to the disclosure of the problem in terms of the development of principles, methods and forms of training was made by Yu. K. Babansky, M. A. Danilov, I. F. Kharlamov and others. T. I. Shamova formulates the main requirement for the organization of active learning as follows: effective assimilation of signs and methods of activity offers such an organization of students’ cognitive activity in which educational material becomes the subject of active mental and practical actions of each student.

A landmark concept of learning, developed following L. S. Vygotsky, V. V. Davydov, G. S. Kostyuk, N. A. Menchi. D. B. Elionin, is based on the position that first it is necessary to master the essence of the subject, its structure, and then its elements and connections. In pedagogical practice, these concepts are implemented through didactic models built on the basis of corresponding teaching principles. In didactics, the principles of teaching refer to those initial provisions that underlie the selection of content, organization and methods of teaching. The range of principles is constantly changing. Currently, there is no unified nomenclature of principles in didactics. However, the principle of activity in learning is always one of the indisputable ones. The vast majority of authors who propose a classification of learning principles give the principle of activity in combination with the principle of consciousness in learning (M. A. Danilov, T. A. Ilyina, P. N. Shimbirev, S. M. Mikhailov, T. Ogorodnikov, I. I. Titov and others).

Their implementation involves changing the nature of the pedagogical influence and the teaching methods used. Yu. K. Babansky, having based the classification of methods of pedagogical influence on the theory of activity, correlating it with the specifics of pedagogical activity (the interaction of the teacher and students as an organic property of this activity), identifies four groups of methods:

1) methods of forming the consciousness of the individual (formation of concepts, laws, theories, views, beliefs, ideals, etc.). These include verbal methods (showing illustrations, demonstrating experiments);

2) methods of organizing activities and generalization, forming the experience of social behavior. These include methods of organizing educational-cognitive, artistic-creative, sports and other types of activities, methods of setting tasks, presenting requirements, methods of performing practical actions, methods of exercise, training to comply with norms of behavior, methods of regulation, correction of actions and behavior;

3) methods of stimulation and motivation of activity and behavior. These include methods of encouragement, reprimand, emotional game situations, the use of public opinion, example, etc.;

4) methods of control, self-control and self-assessment of activities and behavior. These include methods of oral and laboratory control in teaching, methods of observation, assessment and self-assessment of behavior and education.

In the studies of N. F. Talyzina, the requirements for teaching methods are set by the laws of the assimilation process, primarily the sequence of stages of assimilation and their specificity. At the first motivational stage, the teacher formulates problems and poses them to students (or organizes activities to formulate and pose the problem), and then manages the search for a solution. This is usually realized with the help of a heuristic conversation, lecture, demonstration of experience, specific situations, etc. At the second stage of preliminary familiarization with the activity and the knowledge included in it, a conversation, lecture, demonstration can be used. At the third stage of assimilation - performing actions in a materialized form - the students themselves must perform the activity being formed. At this stage, laboratory and practical work can be used to provide simulation of the activity. At the fourth stage - external speech - problems are solved by reasoning out loud. Pair work within a group in “small groups” and, finally, collective (intergroup) communication may be proposed. The last two stages - external speech to oneself and mental actions - require individual independent work to bring some actions to a skill, and on the other hand, an independent search for solutions to new conditions, which ensures a high degree of generalization of the activity being formed.

Analyzing these concepts and the corresponding didactic models, we can assume that none of them is universal for solving educational problems in a dynamic, heterogeneous educational situation. Didactosystems built on the basis of these studies make it possible to quite successfully solve the problems of forming an operational level of activity. However, the acquisition of executive and technical skills is not an end in itself, but is subordinated to development tasks creativity person. Problems associated with the development of the creative potential of an individual are being developed in foreign psychological and pedagogical science by K. Rogers, A. Maslow, D. Miller, K. Mund, D. Scandura, R. Henderson, I. Bergan and others. It has been revealed that adaptation to oneself, knowledge and consideration of personal individuality are a prerequisite for the individual’s value attitude towards the uniqueness of the personality of another. The need for creativity stimulates the flourishing of the individual, developing his intellect, will, and abilities. Creative activity creates conditions for the most complete satisfaction (and therefore raising to a new height) the need for respect from others and self-esteem. Therefore, researchers believe that “the need for creativity performs an integrative function in relation to all social needs.” In their opinion, creativity is not an additional, special aspect of activity that exists along with the operational and technological aspects. This is a holistic activity to which all aspects, forms and types of its manifestation are subordinated. Therefore, mastery of it occurs in the process of a specific creative act, and not before or in addition to it. Knowledge itself is not a goal, but a special moment of student activity, which makes it possible to go beyond the limits of what is known.

The work of V. S. Shubinsky “Pedagogy of Student Creativity” is devoted to an analysis of the structure of the creative act. In the creative process, the author identifies six links: a) encounter with the new; b) a state of creative uncertainty (or emotional and logical chaos); c) heuristics link (awareness of the strategy for solving a problem, idea, plan); d) specification of solution methods; e) condition critical analysis creative results and justification of their value; f) the state of implementation of the plan.

In this case, the content of training must inevitably combine both performing and self-determining, goal-oriented, design and reflective procedures. It is the mastery of them in relation to specific norms, goals and conditions of activity that underlies the content of training. In reflection, self-determination, goal-oriented and value-based design, the foundations are laid for the flexibility of activity and the achievement of human adequacy both in socially organized activities and in one’s own needs, goals, values, and ideals.

The means for implementing the complex of designated learning characteristics are active learning methods. The peculiarity of these methods is that their implementation is possible only through the joint activities of the teacher and students. Active learning methods are characterized by:

1. forced activation of the student’s thinking (forced activity), i.e. the student must be active regardless of his desire;

2. ensuring the constant involvement of students in the educational process, since their activity should be quite stable and long-lasting;

3. independent development of decisions, increased degree of motivation and emotionality of students;

4. constant interaction between students and teachers in the process of dialogical and polylogical forms of organizing the educational process;

5. manifestation of reflexive self-organization of the activities of the teacher and students in the joint educational activity “teaching-learning”.

Active learning is used in both non-imitation and simulation types of classes. Non-imitation classes are characterized by the absence of a model of the process or activity being studied. Activation of learning is carried out through direct and feedback connections between teachers and students. Distinctive feature simulation classes is the presence of a simulation model of the process being studied, imitation of individual or collective activity. During these classes, there is interaction in communication between teachers and students when performing roles or making decisions. Imitation teaching methods can be gaming (they have certain roles played by participants in the educational process) and non-game (there are no roles and models of activity).

Currently, the classification of active teaching methods is based on two main features: the presence of a model of the labor process ( labor activity); presence of roles. Conventionally, all forms and methods are divided into heuristic (creative, non-programmable, leading to the discovery of new paths) and programmable (algorithmic, carried out according to certain instructions, programs). For programmable forms and methods, a specific algorithm or rules are developed, and for creative ones, a scientifically based model or scheme is developed. The most common in modern pedagogical theory is the classification of active teaching methods according to Yu. S. Arutyunov.

This classification of active learning methods was created within the framework of traditional education. The presence of activity models and roles specified by the teacher limits the use of these methods in the development of students’ creative abilities. The purpose of these methods is to ensure the transmission of knowledge and methods of activity imprinted in culture. Analysis of other traditional approaches to creating classifications and typologies of active learning methods indicates the absence of significant differences in them.

These classifications do not differentiate between developmental and translational methods, since they do not differ based on the presence of activity models and roles. In developing forms of education, there are no specified models and roles; the process of developing a new activity and a new ability is imitated in the thinking and activity of people in communication.

In his typology of active teaching methods, O. S. Anisimov identifies such groups of methods as traditional, new (imitation), and the latest (developmental).

Traditional methods provide a translation function that develops a function (the newest ones), and simulation teaching methods can implement both those and other functions. Traditional forms of education (lectures, seminars, practical classes, trainings, etc.) provide the accumulation of knowledge and skills. They are used in pedagogical practice where the purpose of pedagogical influence on the student is his transfer from a certain level knowledge, skills and abilities to a higher level. The main problem of pedagogical activity in such a situation is the creation of motivation for students who themselves acquire knowledge. Against their will, the teacher cannot impart knowledge to them. New forms of teaching (imitation teaching methods) ensure an increased role of thinking and the development of learning motivation,” however, their significant difference lies in the fact that different reasons were taken for their creation. The typology of O. S. Anisimov is based on the essential characteristics of groups of methods, their functions in ensuring the conditions for development. The classification of Yu. S. Arutyunov is based on groups of criteria that a particular method must meet. The research of Sh. A. Amonashvili, O. S. Anisimov, V. V. Davydov, I. I. Ilyasov, M. M. Levina, V. Ya. is devoted to the development of methods, techniques, ways of organizing educational activities as self-change and self-development of the individual. Lyaudis, A.K. Markov, L.M. Friedman and others.

However, a study of the literature on the theory and practice of active teaching methods shows that often these active methods are nominative.

Activity, therefore, has three sources and can manifest itself in three types of active activity: normative, teleological and predetermined by personal attitudes and intentions. Creating a typology based on the so-understood activity involves either identifying methods aimed at creating conditions for the manifestation of one of its types, or a combination of all three types of activity. Believing that each individual situation requires the manifestation of adequate activity, we believe that types of activity are connected and co-organized in situations of communication, intersubjective dialogue and collective mental activity.

Living thinking and living activity in solving problems and tasks related to self-determination for educational activities and its goal setting with the construction and implementation of individual projects in a collective project through their constant coordination in mental communication are a characteristic of active teaching methods built on the basis of “combined activity.” Setting ourselves the task of transferring theoretical models of activity into the plan of real practical activities in pedagogy, it should be noted that this transfer is possible only with additional analysis the position of the student in the educational process, the relationship between individual and collective learning, the connection and correlation between learning processes and development processes, the inclusion of students in the processes of learning and development, etc. In the educational process, the student implements two types of activities: learning (according to S. L. Rubinstein), providing knowledge of the world, and mastering methods of activity (according to G.P. Shchedrovitsky), ensuring its development. The learning process must produce a certain external product - knowledge. The process of assimilation, on the contrary, does not have such an external product, but leads to the emergence in the individual of a new way of activity, a new ability. In education, as an artificially organized process, conditions must be created that correspond to the activities of learning and assimilation. Analysis of the basis for the presence of conditions for the subject to demonstrate activity and determine the possibility of intensifying the student’s activity: if the educational process creates conditions for the manifestation of learning activity, then it is organized in active forms, and teaching methods can be considered active; if the activity of learning becomes an object for assimilation, then the student actively learns about the world, and the way of organizing the conditions for this knowledge can be considered developmental learning and its methods, accordingly, methods of active learning.

In accordance with pedagogical objectives, we can model the educational process with varying degrees of manifestation of conditions for student learning and development, determining the proportion of traditional teaching methods and active teaching methods. In this case, active teaching methods are characterized as polysystems simulating conditions for the manifestation of student activity in mastering activities and forming the individual’s ability for self-development. In accordance with the main functions of education (translation and development), we have identified methods for activating the learning process and active teaching methods. The former are used in the system of transferring knowledge and methods of activity, the latter - in organizing the assimilation and development of methods of activity, and therefore the abilities of people. These methods differ in the second representation of reflection of educational activity as an independent technique.

To design the educational process, it is important to highlight the main functions of active learning methods. These are: the function of a means of achieving pedagogical goals; function of the activity component of the content of education; function of the project for the formation of educational activities, the ability for self-development; function of the form of organization of joint activities “teaching-training”. The functions of active learning methods correspond to certain groups methods. Active learning methods that implement:

1) the function of means of achieving the goals of pedagogical activity, - these are methods of managing the development of methods: knowledge of ontological pictures of the world; technologies of epistemic activity (ways of learning); extra-educational (production) technologies; lifestyle technologies, literacy development. Ideally, when a student masters these management methods, he acquires the ability to self-educate;

2) the function of the activity component of the content of education, - practical, design-program, research methods. The specificity of these methods is their active and reflexive nature. The first group corresponds to methods of conscious action, the second - to holistic normative activity, the third - to methods of self-organizing activity. Active teaching methods, being a means of pedagogical activity, at the same time are a component of the content of education, because through them it is possible to convey activities that are not conveyed verbally; they must be mastered in activity, highlighted as a subject of assimilation, recognized by listeners and appropriated by them. Only through active teaching methods is it possible to design an educational situation in which the activity content of education is manifested. Students' mastery of this group of methods ensures the build-up of qualification and organizational abilities that determine the management of activity development;

3) the function of the elements of students’ educational activity projects - task-based, problem-based, developing active forms and methods of teaching. Active learning methods in this case determine the student’s path to achieving educational goals, the assimilation of which will allow them to consciously act when solving practical problems and problems, analyzing situations as activity-based, applying solutions in non-standard situations;

4) the function of forms of organizing joint activities of teachers and students - performative (demonstrative in the activity sense); activity-based (dialogue, communicative); reflexive-communicative (activity-based, organizational-communicative, organizational-mental, reflective, innovative).

Realizing the function of forms of organizing joint activities, active teaching methods determine the students’ assimilation of ways of thinking, objectification of activity, its reflection, presentation and coordination of one’s own position with others, ways of making a collective decision, etc.

By designing the process of “growing” the abilities of students in the educational process, its educational regime is set, and therefore the forms of its organization. In accordance with the stages of “cultivation”, forms are displayed, the sequence of which represents a project for organizing the “cultivation” of a new ability and the formation of educational activities. In other words, through participation in an educational process organized in active forms, both a change in abilities and attitudes occurs, as well as the development of self-development mechanisms. The educational process in this case acts as a holistic active form, a metaphor, carrying content that ensures these results. The basis for harmonizing methods in the technologies of the educational process are the gaps between the needs of practice in the professional competence of educational personnel and its real level. Based on the manifestation of the reflexive component in the structure of professional competence, levels of activity are identified that reflect the logic of the stages of its formation: performing, analytical, design-programming, and research. The formation of special competence of teaching staff is based on their mastery of the practical (performing) and analytical levels of activity and the corresponding groups of methods. The professional formation and development of a teacher involves mastering the methods of design and program activities.

To master the design and program level of activity, teachers need to master methods that correspond to the full scheme of normative activity: mental design, practical implementation, reflective design and examination of the implementation of the plan. They correspond to the list of tasks of the technological cycle of activity management. These methods are the content of education in advanced training.

The first group is represented by methods of conceptualization, programming, planning, the second - by methods of group interaction (logical, social-managerial, psychological), ensuring the compatibility of participants in design and program work, the third - by methods of normative and reflexive (examination) assessment as products of integral design and program activities, and products at its stages. Depending on the level of development of the student’s professional activity, the complexity of both the methods of managing the activity and the implementation of its individual actions increases. The logic of the process of selection, coordination and integration of methods is as follows: identification of problems in the activities of students - determination of methods that are the content of advanced training, - determination of methods of pedagogical management that create conditions for the educational activities of students, - determination of methods that make up the actions of educational activities, - determination of methods of joint activities that ensure coordination of all methods, reflection and management of them.

Solving problems, choosing adequate behavior in a variety of conditions with unpredictable events is now an urgent problem in people's lives. It is precisely such situations that are characteristic of a dynamic society. Consequently, in the IPC it is necessary to create an education system in which these conditions would be modeled in order to master ways of resolving problem situations. The content and process of postgraduate education should be both adaptive and heuristic and creative in nature. In this case it is possible to combine different types training: programmatic, problem-based, developmental. The implementation of the activity-based content of postgraduate education is possible with the widespread inclusion of active learning methods (AMT) in the educational process.

Chapter 2 Characteristics of techniques and methods of active learning

The method of case study analysis serves as a tool for studying a particular problem, a means of assessing and selecting solutions. A specific situation is understood as an event that includes a contradiction (conflict) or comes into conflict with the surrounding reality. There are three main types of situations that a person usually encounters in the process of activity.

A standard situation is a frequently repeated situation under the same circumstances, having the same sources. It can be both positive and negative.

A critical situation is an atypical situation that destroys initial calculations and plans, requiring radical intervention.

An extreme situation is a unique situation that has no analogues in the past, leading to negative changes.

Within the framework of the orthanization-activity game, standard situations are of particular value. This is because, taken together, standard situations create a more complex problem than critical and extreme ones. Moreover, periodic repetition of standard situations leads to a standard solution. At best, such a solution eliminates the negative consequences, but does not eliminate the causes of the situation. The case study method has about 30 modifications. The “Situation-Illustration” method. A specific example demonstrates the patterns or mechanisms of social processes, the positive and negative activities of individuals and teams, the effectiveness of using methods and techniques of work, the significance of any factors and conditions.

Method "Situation-assessment". The audience is offered a description of a specific event and the measures taken and the task is formulated to evaluate the causes, mechanisms, significance and consequences of the situation and the measures taken. Method "Situation-exercise". Analysis of this situation requires turning to sources of information. Participants collaborate analytically! activities are divided into groups of three to five people, and they study the situation, prepare questions related to the situation, and begin to search for answers using reference books, Internet resources, or consult with specialists. Having received the necessary additional information, analysts formulate an action plan, a forecast of the final result, and draft decisions. The procedure of the case study method includes the following steps:

1. introduction to the problem being studied (relevance, complexity and significance of the solution);

2. statement of the problem (the range of tasks, the boundaries of analysis and the search for solutions are determined, the operating mode is established);

3. group work on the situation;

4. group micro-discussion (discussion of points of view and solutions, formation of a unified approach to problems, selection of the best solution in a given situation); final conversation (summarizing the results based on a pre-developed “key” for analyzing the situation - the optimal solution to the problem).

Problem situations make it possible to bring learning activities closer to the natural process of cognition. As a result of practical activities and solving problematic problems, students change irrelevant professional attitudes to relevant ones much faster. Types of problem situations according to N.V. Demchenko:

1) problematic situations that arise when it is impossible to explain new facts, phenomena, to understand new material using existing knowledge;

2) problematic situations that arise in the event of contradictions between theoretical knowledge acquired in classes and real practice.

Obviously, this list of types of problem situations does not fully reflect their diversity. In this regard, it should be remembered that if a difficulty or contradiction is discovered in a situation and a lack of means to resolve it is recorded, then the situation is considered problematic. Incident method (a variant of the conflict situation analysis method). Incident method diagram:

1. The result that is a consequence of the conflict is stated.

2. Players receive additional information through indirect and direct questions:

a) about the parties to the conflict;

b) about the causes of the conflict;

c) about possible ways of interaction in resolving the conflict;

d) about proposals for getting out of a conflict situation.

3. Comparison of alternative proposals for solving a conflict situation, choosing the most common solution. Rules for using the incident method:

1. Briefly state the incident.

2. Do not give out unnecessary information, provide only what is requested.

3. Teach asking direct and indirect questions.

Method of "morphological analysis".

This method was developed by Fritz Zwicky, a famous American astrophysicist. The purpose of the method is to identify the most important parameters of a particular problem and then study the relationships between them. This method aims to use all available alternatives that a multidimensional model can provide.

Paratheater method. The technology of this method involves the presenter playing three roles: screenwriter, director and manager. The scene is set by the screenwriter. As a director, the presenter instructs the actors, distributes roles and, taking into account how situations develop, how the screenwriter models this or that scene. As a manager, the facilitator must do the following: make the mistakes of the trainees obvious; demonstrate possible negative consequences; give students the opportunity to test solutions that they would not dare to make in life; v make visible the successful moves of the trainees in order to develop potential success into actual success. The presenter can use approving remarks to suggest the correctness of the move.

Role playing method. This method is used mainly when considering situations that are based on problems of relationships in a team, as well as when studying topics related to improving leadership style and methods. The lesson begins with a presentation of the situation in person, then a discussion is held, firstly, of the decision made by the participants in the dramatization, and secondly, of their behavior, i.e., actions in the proposed circumstances. Role-playing as a teaching method is aimed primarily at developing the skills to manage people, using their knowledge and experience to organize the interaction of workers in solving certain problems. Conducting classes in this form helps managers better understand the nature conflict situations, in which they sometimes find themselves both among themselves and with their subordinates. The description of the situation with this method of conducting classes includes information for the entire group and information for each of the participants in the dramatization. At the beginning of the lesson, students are usually given general information, after which roles are distributed between the participants in the performance, information is given in which the situation is presented from the point of view of those persons whose roles they are to perform. This information is, to a certain extent, instructions for performers. We need to give them time to understand it, to “get used to” the role. If necessary, students can seek clarification from the teacher, but in general the main line of behavior of each participant should be clear to him from the information given. The main content of the situation, as well as the information given to the performers, is introduced to the rest of the group, naturally, in the absence of direct participants. Ultimately, by the beginning of the performance, the listeners, acting as spectators-arbiters (and this is the majority of the group), turn out to be the most informed people: they know both the general information and that given to each of the participants; They just have to evaluate how the latter will behave while playing roles, how they will use the given information, and what decisions they will make. In this case, the group can be explained what needs to be paid attention to, what should be assessed (for example, the content of the conversation between the participants, their use of arguments and counterarguments, demeanor, tone of conversation, etc.).

As already mentioned, the performance can be carried out with different casts of performers, but with the same spectators. Listeners can compare who “played” better and what shortcomings were common. During the performance, spectators should not disturb the performers with advice or expressions of approval or disapproval. In order for the performance to go according to plan, it is necessary to carefully think through all the information given to the participants and check the preparation of each of them, especially the one who plays the main role. At the end of the performance, a discussion is held. It is advisable to start it with questions to the performers: how do they themselves evaluate the performance of the roles? Would they act in the same way in real practice or not? Performers thereby get the opportunity to critically evaluate their actions.

After this, listeners-spectators note first the positive and then the negative sides in the actions of the researcher. Both are systematized by the teacher. To find out how performers react to criticism, you can ask them to comment on the comments made. Then the problem is discussed on its merits, the results of the discussion are summed up by the teacher. In the form of dramatizations, one can consider in the classroom conflict situations that sometimes arise during the certification of teachers, when assessing the work of a particular specialist, during various types of movements of employees, negotiations with representatives of other organizations, consideration of complaints, etc.

Discussion method. The emergence of sustained interest in the discussion dates back to the 30s of the 20th century and is associated with the works of the leading Swiss psychologist J. Piaget. Discussion is a free exchange of opinions. In a dispute, everyone is equal. Everyone speaks out and criticizes any position with which he does not agree. The main thing in a discussion is facts, logic, and the ability to prove. Emotional manifestations are not accepted as arguments. The organizer of the discussion is required to create an atmosphere of constructive and businesslike discussion. The constructiveness of the discussion is determined by the rules. There are many variations of the rules. True, they are often close in terms of the requirements expressed in them. The organizer selects the appropriate option. The first option (according to N.D. Yarmukhamedova): speak briefly and to the point; Everyone takes part in the discussion, no one remains silent; refuses to speak to anyone; you cannot repeat what has already been said; there is an atmosphere of openness in the discussion; criticism is friendly, aggressiveness is prohibited; ideas are expressed without regard to the complexity of their implementation. Second option (according to L. Ya. Verb, V. T. Lisovsky): before you argue, think about what you will argue about;< спорить честно и искрение; начиная спорить, ясно и определенно выскажи положения, которые будешь защищать; только точные факты могут быть использованы в качестве доказательств; опровергая, говори ясно, просто, отчетливо, точно; если доказали ошибочность твоего мнения, имей мужество признать правоту своего «противника»; заканчивая выступление, подведи итоги, сделай выводы. Третий вариант (по В. И. Косолапову): здесь нет наблюдающих! Каждый - активный участник разговора; шепот, неуместные шутки запрещаются; говори, что думаешь, думай, что говоришь; имей мужество выслушать правду не обижаясь; критику начинай с себя; говори от души, честно, прямо, открыто.

Traditionally, discussion is viewed as a dialogue, a business dispute, and a free discussion of problems. The purpose of discussion is to search for truth through the comparison and collision of different points of view. In addition, discussion is a powerful means of connecting theory with practice, a method of forming integral knowledge and developing creative thinking skills, a tool for polishing ideas and developing beliefs. The topic of the discussion is determined by its purpose, the degree of preparedness of the participants to discuss a particular problem. This topic must be relevant, affect the vital interests of all participants and contain a polemical charge. To achieve the goal of the discussion, it is necessary to decompose the topic in the form of specific questions that collectively cover the problem posed. Questions focus the attention of discussion participants on priority positions, provoke reflection and exchange of opinions.

Based on the above rules of discussion, its effectiveness can be ensured by fulfilling the following postulates: listen carefully to your opponent to the end, without interrupting or disturbing him with your emotional reaction; o try to understand your opponent’s logic by standing in his place, look at things through his eyes, tune in “to the wave” of his experiences; write down your ideas about your opponent’s positions to prevent an approximate or distorted understanding of them; express your thoughts correctly; convince, and do not impose your opinion; in case of a mistake, admit that you were wrong, give up incorrect views without resentment or ambition. Stages of discussion. There are several ways to start a discussion. Here are the most productive of them: an introductory word about the importance and relevance of the topic: the presentation of interesting, unexpected, paradoxical facts, living and understandable examples that can stir up, interest the audience, and cause controversy; communication of different points of view, identification of pros and cons, open invitation to reflection.

Climax. At this stage, the skill of the discussion leader should be fully demonstrated. In order to develop it within the framework of the plan, to involve its participants in the dispute and not leave anyone indifferent, the presenter must: confront opinions, find contradictions in statements, make sure that those disputing do not deviate from the chosen topic. As a result of this work, participants are prepared to consciously choose a position and form a personal belief. The final. Within the boundaries of this stage, it is desirable to find a solution to the problem and settle on a certain conclusion. However, it is not uncommon for discussions to stop because the participants in the discussion are tired of talking. In this situation, the leader of the discussion must analyze false statements, respond to remarks, formulate a conclusion and summarize. Conducting a discussion using the “Spinner of Communication” method (American version of the discussion). The group of participants is divided into four teams. Roles in teams: innovators, optimists, pessimists, realists. Progress of the discussion: definition of the problem of the discussion; formulation of the purpose of the discussion; generating ideas in teams; group discussion, development joint decision using the “spinwheel of communication” method. Teams take turns playing the roles of innovators, optimists, realists, and pessimists.

After the first round, “innovators” take the playing place of “optimists”, “optimists” - “pessimists”, “pessimists” - “realists”, “realists” - “innovators”. The number of moves depends on the number of roles. Thus, each team takes turns performing all roles. Signs indicating roles can be placed on tables. This method is widely used in business games. It gives a great effect, since the sienna of roles puts all participants in the discussion on an equal footing and removes conflicting emotional manifestations.

Polemic method. The goal of polemics is not to achieve agreement, but to defeat the other side and assert one’s own point of view. The means used in polemics do not have to be so neutral that all participants agree with them. Each of them uses those methods that he finds necessary to achieve victory, and does not take into account how much they correspond to the ideas of other participants in the debate about acceptable methods and means. Therefore, the opposite side in a controversy is called an “adversary” and not an “opponent”, as in a discussion. Consequently, polemic differs significantly from discussion both in terms of the goal and the means used. Most often, the discussion method is intertwined with the polemic method when conducting a dispute. An extreme case of polemic is the so-called rhetorical dispute, in which it is important only to defeat the enemy, and not to get closer to the truth.

Round table methods. This group of methods combines about one and a half dozen types of training sessions, which are based on the principle of collective discussion of problems. Round table methods can be combined into the following groups. 1. Training seminars. Interdisciplinary. The lesson brings up a topic that needs to be considered in different aspects: political, economic, scientific and technical, legal, moral, etc. Specialists from relevant professions can be invited to the seminar. Students are assigned tasks to prepare reports on the topic. Such a seminar allows students to broaden their horizons and promotes an integrated approach to assessing problems. Problematic. Before studying each section of the course, the teacher suggests discussing problems related to the content of this section. The day before, students are given the task of selecting, formulating and explaining the essence of the problem. At the seminar, problems are discussed in a group discussion setting. The problem-based seminar method makes it possible to identify the level of knowledge of students in a certain area and to form a strong interest in the section of the training course being studied. 3. Thematic. These seminars are prepared and conducted with the aim of focusing students’ attention on any current topic or on its most important and significant aspects. Before the start of the seminar, participants are given the task of highlighting the essential aspects of the topic, tracing their connection with the practice of social and labor activities on the scale of the country, enterprise, and team. Thematic seminars deepen the knowledge of students, orient them towards an active search for ways and means of solving the problem under consideration. Orientational. The subject of discussion at these seminars are new aspects of well-known topics, ways to solve already posed and studied problems, published official materials, and directives. System. They are conducted for a deeper acquaintance with various problems to which the course or topic being studied is directly or indirectly related, for example: “System of management and education of labor and social activity”, “System legal regulation economic activity educational institutions and self-financing", "System of cultural values ​​and spiritual development of a person", etc. Systemic seminars push the boundaries of students’ knowledge, do not allow one to be confined to a narrow circle of a topic or training course, help to discover the cause-and-effect relationships of phenomena, arouse interest in studying different aspects of socio-economic life.

2. Educational discussions. They can be conducted: based on lecture materials; based on the results of practical training; on problems proposed by the listeners themselves; based on events and facts from the practice of the field of activity being studied; according to publications in the press.

Educational discussions reinforce knowledge; increase the amount of new information; help develop the skills to argue, prove, defend and defend your opinion and listen to the opinions of others.

3. Study round tables. Periodic round table meetings with specialists - scientists, economists, artists, representatives of public organizations, educational and cultural institutions, government agencies, etc. can be extremely useful for students from a cognitive standpoint. Before each such meeting, the teacher offers students put forward a topic that interests them and formulate questions for discussion. Selected questions are passed on to the round table guest for preparation for the presentation and answers. Several specialists involved in researching this problem can be invited to the round table at the same time. In order for the round table meeting to be active and interesting, it is necessary to encourage listeners to exchange opinions and maintain an atmosphere of free discussion. In conclusion, a few more recommendations for organizing a round table. To increase the activity of students, they can be offered for discussion one or two critical, acute situations in this field of activity. To illustrate certain opinions, positions and facts, it is advisable to use relevant films and television clips, photographic documents, materials from newspapers, magnetic tape recordings, graphs, and diagrams.

Conclusion: the above-described techniques and methods of active learning can also be used in teaching socio-political disciplines. These techniques will make teaching the material more interesting and allow students to learn it better and faster.

Conclusion

This course work examined in detail active methods in teaching socio-political disciplines. The essence of teaching methods. Learning is a process of two-way activity. These types of activities (teaching and students) can be carried out in a wide variety of ways, depending on the means used, on the conditions under which this or that activity is carried out, on the specific environment in which it is carried out. In the most general terms, these methods of activity are considered by us as methods of the learning process. Teaching methods are both a historical and a social category, as they change depending on historical and social conditions. Educational institutions are being reformed, the content of education is changing, and as a result, the ways of teaching and learning are changing. The school faces new challenges, the content of education changes, and therefore teaching methods change. For this purpose, new means are used or traditional ones are improved. All this makes it very difficult to interpret the essence of teaching methods.

The effectiveness of the learning process primarily depends on the organization of students' activities. Therefore, the teacher strives to intensify this activity with a wide variety of techniques, and therefore, along with the concept of teaching methods, we also use the concept of techniques, teaching. A technique is an action of the teacher that evokes a response from students that corresponds to the goals of this action. Technique is a more specific concept in relation to the concept of teaching method; it is a detail of the method.

Techniques may be determined by the characteristics of the teaching system; with problem-based learning, this is the formulation of problem situations; with explanatory and illustrative learning, this is detailed planning of students’ actions to achieve specific goals, etc. Having a variety of techniques and organizing the nature of the activities of students and teachers in different ways, we, however, cannot unambiguously determine the essence of teaching methods.

If the learning process is mainly in the nature of including students in direct practical activities (the learning process, as such, had the character of imitative activity in the first stages of its occurrence), then teaching methods can be defined as ways of including students in practical activities in order to develop appropriate skills and abilities.

Sources and literature

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2. Grigalchik, E. K., Gubarevich, D. I., Gubarevich, I. I. We teach differently. Active learning strategy / E.K. Grigalchik, D.I. Gubarevich, I.I. Gubarevich. - Minsk: NOOOO “BIP-S”, 2003.-181 p.

3. Bogolyubov, L.N. Improving the effectiveness of teaching social studies / L.N. Bogolyubov. – M.: Education, 1986.-204 p.

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Introduction

The goal of modern education is to develop the child’s personality, identify his creative potential, and maintain physical and mental health. IN modern education There have been many positive trends: a variety of pedagogical approaches to teaching schoolchildren is emerging; Teachers now have freedom for creative exploration, and original schools are being created; foreign experience is actively used; parents are given the opportunity to choose the pedagogical system.

The teacher is faced with increasingly serious tasks. Every year the amount of information that students have to “digest” increases. At the same time, the possibilities of the students themselves are not unlimited. In this regard, new requirements are placed not only and not so much on the quantitative, but on the qualitative side of training. The use of modern educational technologies is of paramount importance. Traditional methods of teaching are gradually becoming a thing of the past before our eyes. Active learning methods come to the fore, providing students with the opportunity to actively participate in the learning process. The problem of individual activity in learning is one of the most pressing in psychological and pedagogical science, as well as in educational practice.

Purpose of the work: to consider active learning methods.

1. Select theoretical basis active learning methods;

2. Consider the classifications and characteristics of active teaching methods.

1. The concept of “active learning methods”.

Success educational process largely depends on the teaching methods used.

Teaching methods - These are ways of joint activity between the teacher and students, aimed at achieving their educational goals.

The essence of teaching methods is considered as an integral system of methods that collectively provide a pedagogically appropriate organization of educational and cognitive activity of students.

Teaching methods can be divided into three general groups:

1. Passive methods;

2. Interactive methods.

3. Active methods;

Passive method- this is a form of interaction between students and the teacher, in which the teacher is the main actor and manager of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive lessons is carried out through surveys, independent, tests, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is considered the most ineffective, but despite this, it also has some advantages. This is a relatively easy preparation for the lesson on the part of the teacher and an opportunity to present a relatively larger amount of educational material in the limited time frame of the lesson. Lecture is the most common type of passive lesson. This type of lesson is widespread in universities, where adults, fully formed people who have clear goals to deeply study the subject, study.

Interactive method. Interactive (“Inter” is mutual, “act” is to act) - means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process.

Active method- this is a form of interaction between students and the teacher, in which the teacher and students interact with each other during the lesson and students here are not passive listeners, but active participants in the lesson. If in a passive lesson the main character and manager of the lesson was the teacher, then here the teacher and students are on equal rights. If passive methods presupposed an authoritarian style of interaction, then active ones presuppose a more democratic style. Many equate active and interactive methods; however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.

Active learning methods - These are teaching methods in which the student’s activity is productive, creative, and exploratory in nature. Active learning methods include didactic games, analysis of specific situations, problem solving, learning using an algorithm, brainstorming, out-of-context operations with concepts, etc.

The term ``active teaching methods'' or ``active learning methods'' (AMO or MAO) appeared in the literature in the early 60s of the twentieth century. Yu.N. Emelyanov uses it to characterize a special group of methods used in the system of socio-psychological training and built on the use of a number of socio-psychological effects and phenomena (group effect, presence effect and a number of others). At the same time, it is not the methods that are active, it is the teaching that is active. It ceases to be reproductive in nature and turns into an arbitrary internally determined activity of students to develop and transform their own experience and competence.

Ideas for intensifying learning were expressed by scientists throughout the entire period of the formation and development of pedagogy, long before it was formalized as an independent scientific discipline. The founders of the ideas of activation include Ya.A. Comenius, J.-J. Russo, I.G. Pestalozzi, K.D. Ushinsky and others. Among Russian psychologists, B.G. turned to the idea of ​​activity at different times. Ananyev, L.S. Vygotsky, A.N. Leontyev, B.F. Lomov, S.L. Rubinstein and others.

The emergence of active learning methods is associated with the desire of teachers and trainers to intensify the cognitive activity of students or contribute to its improvement.

When using active learning methods, the role of the student changes - from an obedient memory device, he turns into an active participant in the educational process. This new role and its inherent characteristics make it possible to actually form an active personality, possessing all the necessary skills and qualities of a modern successful person.

Active learning is the organization and conduct of the educational process, which is aimed at fully intensifying the educational and cognitive activity of students through a wide, preferably comprehensive, use of both pedagogical (didactic) and organizational and managerial means. Activation of learning can occur both through improving the forms and methods of teaching, and through improving the organization and management of the educational process as a whole.

Training in the AMO system does not act as the exclusive responsibility and right of the teacher (teacher). Here, learning is the result of the counter-activity of a group of students (AMO participants). It is in the group that the effect of mutual stimulation, the effects of competition and support arise, the participants empathize with each other’s successes and failures, analyze and evaluate the actions of their partners, share their experience with them, act as both teachers and students alternately. This is where the group effect comes into play.

Initially, AMO became widespread in the system of retraining specialists. Here, accelerated preparation times are of particular importance, which is why AMT, especially game-based teaching methods, have gained wide popularity and recognition. Then AMO began to be used in the training of specialists high school. And last of all, they began to be used in the general education system, where the classical methods of traditional teaching were especially firmly established.

The organization of the educational process using AMO is based on a number of principles, which include the principles of individualization, flexibility, selectivity, contextuality, cooperation

Principle of individualization involves the creation of a system of multi-level training of specialists, taking into account individual characteristics students and avoiding leveling and providing everyone with the opportunity to maximize their abilities to receive an education that corresponds to these abilities. Individualization of training can be carried out by: content, when the student has the opportunity to adjust the focus of the education received, in volume, which allows capable and interested students to study the subject more deeply for cognitive, scientific or applied purposes (individual work plans, agreements on targeted training can also be used for this purpose , elective disciplines), over time, allowing changes within certain limits in the regulations for studying a certain amount of educational material in accordance with the individual psychological characteristics of students and the form of their preparation.

The principle of flexibility requires a combination of variable training, based on taking into account the requests of customers and the wishes of students, with the possibility of promptly changing its focus, implemented directly in the learning process. Training options should appear and change in accordance with changes in the labor market, which reduces the inertia of the higher education system. This principle is implemented when universities work to train specialists in direct relations with customers of educational services, which is called targeted training under direct contracts.

The principle of selectivity-- providing students with the greatest possible independence in choosing educational routes - elective (short, overview or highly specialized) courses, receiving on this basis unique set knowledge or several related specialties that meet the individual inclinations of the student and his cognitive interests.

The principle of contextuality requires the subordination of the content of training to the content and conditions for the implementation of future professional activity, as a result of which training acquires a contextual nature, helping to accelerate subsequent professional adaptation.

Principle of cooperation involves the development of relationships of trust, mutual assistance, mutual responsibility of students and teachers, as well as the development of respect, trust in the student’s personality, providing him with the opportunity to demonstrate independence, initiative and individual responsibility for the result.

All methods of active socio-psychological training (MASPE) have a number of distinctive features or signs. Most often, the following symptoms are identified:

Problematic. The main task in this case is to introduce the student into a problem situation, in order to get out of which (to make a decision or find an answer) he does not have enough existing knowledge, and he is forced to actively form new knowledge himself with the help of the leader (teacher) and with the participation other listeners, based on the knowledge of others and his own professional and life experience, logic and common sense.

Adequacy educational and cognitive activity, the nature of future practical (professional or role) tasks and functions of the student. This especially applies to issues of personal communication, service and official relationships. Thanks to its implementation, it is possible to form students’ emotional and personal perception of professional activity.

Peer education. The core point of many forms of conducting classes using AMO training is collective activity and a discussion form of discussion. Numerous experiments on the development of students' intellectual capabilities have shown that the use of collective forms of learning had an even greater impact on their development than factors of a purely intellectual nature.

Personalization. The requirement to organize educational and cognitive activities taking into account the individual abilities and capabilities of the student. The sign also implies the development of self-control, self-regulation, and self-learning mechanisms in students.

Research into the problems and phenomena being studied. The implementation of the trait allows us to ensure the formation of the starting points of the skills necessary for successful self-education, based on the ability to analyze, generalize, and take a creative approach to the use of knowledge and experience.

Spontaneity and independence of students’ interaction with educational information. In traditional teaching, the teacher (as well as the entire complex of didactic tools he uses) plays the role of a “filter,” passing educational information through himself. When learning is activated, the teacher moves to the level of the students and, in the role of an assistant, participates in the process of their interaction with the educational material; ideally, the teacher becomes the leader of their independent work, implementing the principles of cooperation pedagogy.

Motivations. Activity as an individual and collective independent and specially organized educational and cognitive activity of students is developed and supported by a motivation system. At the same time, the motives used by the teacher for students include: professional interest, the creative nature of educational and cognitive activity, competition, the playful nature of classes, emotional involvement.

Thus, the term “active teaching methods” is a kind of generic designation of specific group teaching methods that became widespread in the second half of the twentieth century and complement traditional methods, primarily explanatory and illustrative teaching methods, by changing the position of students from passively consumerist to actively transformative and reliance on socio-psychological phenomena that arise in small groups. The number of AMOs is quite large. Therefore, to characterize them, let us turn to the classification of active teaching methods.

2. Classification of active teaching methods.

Active learning methods are divided into two large groups: group and individual . Group applicable simultaneously to a certain number of participants (group), individual- to a specific person who carries out his general, special, professional or other training outside of direct contact with other students.

Yu.N. Emelyanov proposes to conditionally combine active group methods into three main blocks: a) discussion methods(group discussion, analysis of cases from practice, analysis of situations of moral choice, etc.); b) gaming methods: didactic and creative games, including business (management) games, role-playing games (behavioral training, play psychotherapy, psychodramatic correction); counterplay (transactional method of awareness of communicative behavior); V) sensitive training(training interpersonal sensitivity and perception of oneself as a psychophysical unity).

S.V. Petrushin proposes to divide the main methods of active learning into main areas.

By the nature of educational and cognitive activity active learning methods are divided into: simulation methods, based on the imitation of professional activity, and non-imitation methods. A feature of simulation methods is their division into gaming And non-game. Methods in the implementation of which students must play certain roles are classified as gaming. At the same time, non-game methods include analysis of specific situations (ACS), actions according to instructions, etc. A feature of non-imitation methods is the absence of a model of the process or activity being studied.

By type of activity of participants during the search for solutions to problems distinguish methods based on: ranking according to various characteristics of objects or actions; optimization of processes and structures; design and construction of objects; choosing tactics of action in management, communication and conflict situations; solving an engineering, design, research, management or socio-psychological problem; demonstrations and training of skills of attention, invention, originality, quick thinking and others.

By number of participants distinguish: individual, group, collective methods.

Voronova A.A. identifies three main types of active learning methods:

Case Study Method. Situations can be different in didactic orientation and are used in accordance with the task set by the leader for the group: a situation is an illustration, a specific case proposed by the leader to demonstrate theoretical material; situation - an exercise where participants must highlight and remember some elements; situation - an assessment in which the proposed problem has already been solved, and participants are asked to evaluate it; the situation is a problem, the group is presented with a number of questions that need to be analyzed and resolved.

Social-psychological training, where the trainer does not perform a leading function, but plays the role of a benevolent observer, ensures the subject-subjective nature of the participants’ communication.

Game modeling or simulation games. Games (simulation) are divided into business games, where a simulation model is predetermined, and organizational games, where participants themselves choose a system of solutions.

There is also a classification of AMOs, which involves dividing them into four groups, combining group and individual forms of classes, with the primacy of the former.

Discussion methods(free and directed discussions, meetings of specialists, discussion of life and professional incidents, etc.), built on live and direct communication between participants, with a passively distant position of the leader, performing the function of organizing interaction, exchange of opinions, and, if necessary, managing the processes of development and adoption group decision.

Game methods(business, organizational and activity-based, simulation, role-playing games, psychodrama, social drama, etc.), using all or several of the most important elements of the game (game situation, role, active playback, reconstruction of real events, etc.) and aimed at acquiring new experience that is inaccessible to a person for one reason or another.

Training methods(behavioral and personality-oriented trainings) aimed at providing a stimulating, corrective, developmental impact on the personality and behavior of participants.

Each AMO group presupposes a specific organization of interaction between participants in the position of students and has its own specific characteristics. Thus, at present there is no single view on the problem of classifying teaching methods, and any of the classifications considered has both advantages and disadvantages (see Appendix 1).

3. Characteristics of the main active teaching methods.

Problem-based learning - a form in which the process of student cognition approaches search and research activity. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce listeners to the objective contradictions of development scientific knowledge and ways to resolve them. In collaboration with the teacher, students “discover” new knowledge and comprehend the theoretical features of a particular science.

The logic of problem-based learning is fundamentally different from the logic of information learning. If in information learning the content is introduced as known material that is only subject to memorization, then in problem-based learning new knowledge is introduced as unknown to students. The function of students is not just to process information, but to actively engage in the discovery of knowledge unknown to themselves.

The main didactic technique of “involving” students’ thinking during problem-based learning is the creation of a problem situation that has the form of a cognitive task, fixes some contradiction in its conditions and ends with a question that objectifies this contradiction.

Using appropriate methodological techniques (posing problematic and informational questions, putting forward hypotheses, confirming or refuting them, analyzing the situation, etc.) the teacher encourages students to think together and search for unknown knowledge. The most important role in problem-based learning belongs to dialogue-type communication. The higher the degree of dialogical learning, the closer it is to problem-based, and vice versa, monologue presentation brings learning closer to an informational form.

Case Study Analysis ( case - study ) - one of the most effective and widespread methods of organizing active cognitive activity of students. The case study method develops the ability to analyze unrefined life and production problems. When faced with a specific situation, the student must determine whether there is a problem in it, what it is, and determine his attitude to the situation.

Role-playing - a gaming method of active learning, characterized by the following main features:

The presence of a task and problem and the distribution of roles between the participants in solving them. For example, using the role-playing method, a production meeting can be simulated;

Interaction between participants in a gaming session, usually through discussion. Each of the participants can agree or disagree with the opinions of other participants during the discussion;

Input by the teacher during the lesson of corrective conditions. So, the teacher can interrupt the discussion and provide some new information that needs to be taken into account when solving the problem, direct the discussion in a different direction, etc.;

Evaluation of the results of the discussion and summing up by the teacher.

The role-playing method is most effective in solving such individual, rather complex managerial and economic problems, the optimal solution of which cannot be achieved by formalized methods. The solution to such a problem is the result of a compromise between several participants whose interests are not identical.

Role-playing requires significantly less time and money to develop and implement than business games. At the same time, it is a very effective method for solving certain organizational, planning and other problems.

Game production design - active learning method, characterized by the following distinctive features:

The presence of a research, methodological problem or task that the teacher communicates to the students;

Dividing participants into small competing groups (a group can be represented by one student) and developing options for solving the problem (task).

Conducting a final meeting of the scientific and technical council (or other similar body), at which, using the method of role-playing, groups publicly defend the developed solution options (with their preliminary review).

Game method production design significantly intensifies the study of academic disciplines, making it more effective due to the development of the student’s design and engineering skills. In the future, this will allow him to more effectively solve complex methodological problems.

Seminar-discussion (group discussion) is formed as a process of dialogical communication between participants, during which the formation of practical experience of joint participation in the discussion and resolution of theoretical and practical problems occurs.

At the discussion seminar, students learn to accurately express their thoughts in reports and speeches, actively defend their point of view, argue with reason, and refute the erroneous position of a classmate. In such work, the student gets the opportunity to build his own activities, which determines high level his intellectual and personal activity, involvement in the process of educational cognition.

A necessary condition for the development of a productive discussion is the personal knowledge that students acquire in previous classes and in the process of independent work.

A special role in the seminar-discussion belongs to the teacher. He must organize such preparatory work as will ensure the active participation of each student in the discussion. It defines the problem and individual sub-problems that will be addressed at the seminar; selects basic and additional literature for speakers and presenters; distributes functions and forms of student participation in collective work; directs all work of the seminar; sums up the discussion.

During the seminar-discussion, the teacher asks questions, makes individual comments, clarifies the main points of the student’s report, and records contradictions in reasoning.

In such classes, a confidential tone of communication with students, interest in the opinions expressed, democracy, and integrity in demands are required. You cannot suppress the initiative of students with your authority; it is necessary to create conditions for intellectual freedom, use techniques to overcome communication barriers, and ultimately implement a pedagogy of cooperation.

"Round table" - This is a method of active learning, one of the organizational forms of students’ cognitive activity, which allows them to consolidate previously acquired knowledge, fill in missing information, develop problem-solving skills, strengthen positions, and teach a culture of discussion. A characteristic feature of the “round table” is the combination thematic discussion with group consultation. Along with the active exchange of knowledge, students develop professional skills to express thoughts, argue their ideas, justify proposed solutions and defend their beliefs. At the same time, information and independent work with additional material are consolidated, as well as problems and issues for discussion are identified.

The main part of a round table on any topic is discussion. Discussion(from Latin discussio - research, consideration) is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, or dispute. In other words, a discussion consists of a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals. The purposes of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc.

Brainstorm(brainstorming, brainstorming) is a widely used method of generating new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems.

Using the method brainstorming in the educational process allows you to solve the following problems:

Creative assimilation of educational material by schoolchildren;

Connection of theoretical knowledge with practice;

Activation of educational and cognitive activity of students;

Forming the ability to concentrate attention and mental efforts on solving a current problem;

Formation of experience of collective mental activity. The problem formulated in a lesson using the brainstorming technique should have theoretical or practical relevance and arouse the active interest of schoolchildren. A general requirement that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous solutions to the problem that is put forward to students as a learning task.

Business game - a method of simulating situations that simulate professional or other activities through a game, according to given rules.

In active learning technology, the “forced activity” of participants is determined by the conditions and rules under which the student either actively participates, thinks hard, or drops out of the process altogether.

The rules of the business game are determined by the chosen activity. One of its options is role-playing games. When children play “mother-daughter”, they accurately imitate all the roles included in the game and cannot deviate from them: dads don’t do that, children shouldn’t behave like that, moms should... etc. It is possible to use a business game in the educational process. For exam- place and significance in market relations. Such a game can be organized at the stage of primary consolidation of the material, and as a generalization, and as a certain form of control. In this case we are talking about the most standard version of a business game. Options such as organizational-business and organizational-mental games and similar ones require very serious special training for their organizers.

With the advent of active learning technology, dramatization and theatricalization, long known to teachers, have become one of the options for business games and are widely used in the technology of cultural dialogue. Dramatization - staging, role-playing the content of educational material in lessons. Roles can be assigned not only to living characters, but also to any inanimate objects and phenomena from any field of knowledge. Theatricalization - theatrical performances of different genres based on educational material during extracurricular hours with a large number of participants, long in time, with decorations and other attributes. They involve all students of the class or all parallel classes, older schoolchildren and younger students. These can be productions according to program literary works, historical subjects, etc.

Conclusion

The study of scientific and methodological literature on the problem allowed me to conclude that active learning technology is such an organization of the educational process in which non-participation in the cognitive process is impossible: each student either has a specific role task in which he must publicly report, or its activity depends on the quality of fulfillment of the cognitive task assigned to the group.

This technology includes methods that stimulate the cognitive activity of students, involving each of them in mental and behavioral activity and is aimed at awareness, development, enrichment and personal acceptance of existing knowledge by each student.

The advantages of all the active learning technology methods I have reviewed are obvious. Reasonable and appropriate use of these methods significantly increases the developmental effect of learning, creates an atmosphere of intense search, and evokes a lot of positive emotions and experiences in students and teachers.

Active learning methods are a set of methods and techniques that cause qualitative and quantitative changes that occur in mental processes due to age and under the influence of the environment, as well as specially organized educational and training influences and the child’s own experience.

Active methods play a guiding, enriching, systematizing role in mental development children, promote active comprehension of knowledge. Active learning technology is learning that matches the strengths and capabilities of schoolchildren.

Pursuing educational goals, active teaching methods have a comprehensive effect on the child’s personality and influence mental development.

I believe that active, developmental methods should be used as much as possible in the pedagogical process. They can be included in the real pedagogical process.

Annex 1.

Scheme. Classification of active learning methods.

List of used literature

1. Bespalko, V.P. Pedagogy and progressive teaching technologies/V.P. Bespalko. - M.: Publishing house IRPO MO RF, 1995. – 336 p.

2. Kodzhaspirova, G.M. Pedagogy/G.M. Kojaspirova. - M.: VLADOS, 2004.-352 s.

3. Kukushin, V. S. Theory and methodology of teaching: textbook / V. S. Kukushin. - Rostov-on-Don: Phoenix, 2005. - 474 p.

4. Orlov, A.A. Introduction to pedagogical activity: educational method. aid for students higher ped. textbook establishments / A.A. Orlov.- M.: Academy, 2004. – 281 p.

5. Slastenin, V.A. Pedagogy: textbook. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev. - M.: Academy, 2002. - 576 p.

Active forms and methods of learning

Prepared by Deputy Director

on educational work

MBOU DOD "Perevozsky Youth and Youth Center" E.A. Bachaeva

The problem of individual activity in learning is one of the most pressing in psychological and pedagogical science, as well as in educational practice.

The problem of individual activity in learning as a leading factor in achieving learning goals, general development personality, its professional training requires a fundamental understanding of the most important elements of training (content, forms, methods) and affirms in thought that the strategic direction of intensifying training is not to increase the volume of transmitted information, not to strengthen and increase the number of control activities, but to create didactic and psychological conditions for meaningfulness teaching, including the student in it at the level of not only intellectual, but personal and social activity.

There are 3 levels of activity:

Reproduction activity is characterized by the student’s desire to understand, remember, reproduce knowledge, and master methods of application according to a model.

Interpretation activity is associated with the student’s desire to comprehend the meaning of what is being studied, establish connections, and master ways of applying knowledge in changed conditions.

Creative activity presupposes the student’s desire for a theoretical understanding of knowledge, an independent search for solutions to problems, and an intensive manifestation of cognitive interests.

Active learning methods - these are methods that encourage students to active mental and practical activity in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher presenting ready-made knowledge, memorizing and reproducing it, but at students’ independent acquisition of knowledge and skills in the process of active mental and practical activity.

The peculiarities of active learning methods are that they are based on an incentive for practical and mental activity, without which there is no movement forward in mastering knowledge.

Forms of work that increase the level of learning activity

The use of non-traditional forms of conducting lessons (lesson - business game, lesson - competition, lesson - seminar, lesson - excursion, integrated lesson, etc.);

The use of non-traditional forms of training sessions (integrated classes, united by a single theme, problem; combined, project classes, creative workshops, etc.);

Use of game forms;

Dialogical interaction;

Problem-task approach (problematic questions, problematic situations, etc.)

Using various forms of work (group, team, pair, individual, frontal, etc.);

Interactive teaching methods (reproductive, partially exploratory, creative, etc.);

Use of didactic tools (tests, terminological crosswords, etc.);

Introduction of developing didactic techniques (turns of speech such as “I want to ask...”, “Today’s lesson for me...”, “I would do this...”, etc.; artistic expression using diagrams, symbols, drawings, etc.);

Using all methods of motivation (emotional, cognitive, social, etc.);

Various types of homework (group, creative, differentiated, for a neighbor, etc.);

Activity approach to learning.

Active learning methods include:

Brainstorming (brainstorming, brainstorming) - a widely used way of producing new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems.

Business game - a method of simulating situations that simulate professional or other activities through a game, according to given rules.

"Round table" is a method of active learning, one of the organizational forms of students’ cognitive activity, which allows them to consolidate previously acquired knowledge, fill in missing information, develop problem-solving skills, strengthen positions, and teach a culture of discussion.

Analysis of specific situations (case-study) - one of the most effective and widespread methods of organizing active cognitive activity of students. The case study method develops the ability to analyze unrefined life and production problems. When faced with a specific situation, the student must determine whether there is a problem in it, what it is, and determine his attitude to the situation.

Problem-based learning - a form in which the process of student cognition approaches search and research activity. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce listeners to the objective contradictions in the development of scientific knowledge and ways to resolve them. In collaboration with the teacher, students “discover” new knowledge and comprehend the theoretical features of a particular science.

Basic forms and methods of active learning

Active learning methods (AMT) should arouse in students the desire to independently understand complex professional issues and, based on a deep systemic analysis of existing factors and events, develop an optimal solution to the problem under study for its implementation in practice.

Active forms of classes – These are forms of organization of the educational process that promote diverse (individual, group, collective) study (mastery) of educational issues (problems), active interaction between students and the teacher, a lively exchange of opinions between them, aimed at developing a correct understanding of the content of the topic being studied and ways of its practical use.

Active forms and methods are inextricably linked with each other. Their combination forms a certain type of classes in which active learning is carried out. Methods fill forms with specific content, and forms influence the quality of methods. If active methods are used in classes of a certain form, it is possible to achieve a significant activation of the educational process and an increase in its effectiveness. In this case, the form of classes itself acquires an active character.

Currently, the following active learning methods are widely used in the educational process:

– problem;

– dialog;

– game;

– research;

– modular;

– reference signals;

– critical situations;

– automated training, etc.

These and other active learning methods are divided into two groups: a) simulation; b) non-imitation. And imitation ones, in turn, are divided into gaming and non-gaming.

Active learning methods are based on experimentally established facts that a person’s memory is imprinted (all other things being equal) up to 90% of what he does, up to 50% of what he sees, and only 10% of what he hears.

Teaching experience shows the advisability of combining various methods and forms.

The most effective, as practice confirms, is a combination of three main components:

1. Problematicism (identification of the problem, its formulation, search for solutions, solution through the identification and resolution of dialectical contradictions).

2. The chosen method (methods) of conducting classes.

3. Its corresponding form(s).

To use AMO, methodological tools are required: a scenario for conducting training sessions (especially practical ones), as well as plans for their conduct and educational and methodological developments for independent work of students.

A lesson scenario is a comprehensive methodological document (development) for conducting a specific lesson on a topic, created by a teacher. It represents a schematic description of the content of the topic (its main problems and structures) and the process of its deployment in the activities of students, indicating time, methodological methods and means of implementation.

In addition to this, a comprehensive assignment is being developed on this topic, which includes:

– target settings for students to work independently;

– basic literature necessary for preparation;

– problematic tasks and assignments;

– questions for self-control of students.

Thus, the unity and interconnection of active methods allows training to be carried out as a joint creative activity of the teacher and students, co-creation and cooperation, significantly increasing the efficiency and quality of specialist training.

Problem-based teaching methods

Problem-based learning, as experience shows, can be successfully used in all types of classes, provided that the teacher, students and educational material are prepared for the lesson and the teacher has developed a clear plan for its implementation.

Creative thinking must be taught in all classes, since they require activity, strong-willed emotional qualities, long preparation and hard work.

Leading place This is where the problematic lecture takes place.

Thus, a problem-based lecture, unlike a traditional one, teaches students to think. Joining the study educational problems, students learn to see the problem on their own and find ways to solve it.

Organizing problem-based learning at a seminar requires the teacher to have thorough theoretical and methodological preparation. The teacher, conducting a seminar, should strive to turn it into a creative discussion.

The correct choice of the form of conducting the seminar contributes to the realization of this goal.

The most commonly used forms of seminars are:

– question and answer;

– an extensive conversation based on the students’ existing lesson plan;

– oral presentations followed by discussion;

– discussion of written abstracts prepared in advance by individual students and read by the whole group before the seminar:

– seminar-debate;

– commented reading of primary sources;

– solving problems and exercises for independent thinking.

The organization of the discussion is central to the content of the problem-based seminar.

Discussion is collective thinking. One of the conditions for discussion is good preparation to her all students. They need to indicate in advance the problems and main issues for discussion and search for the most acceptable solutions.

The discussion, as a rule, should be preceded by an intellectual warm-up.

Its intended purpose:

– bringing the students’ existing knowledge to a state of “combat readiness”;

– intellectual attitude towards creative mental work, dynamic and systematic solution of educational problems;

– operational control of the level of preparedness of students for this lesson.

Thus, it can be argued that all problem-situational methods as methods of active learning ultimately come down to ways (methods) of solving (resolving) problem situations.

Currently, they have found application in teaching practice in educational institutions.the following problem-situational methods: active dialogue (discussion); modular; analysis of specific situations; case method; "brainstorming"; Prague method, etc.

a) Method of active dialogue (discussion).

Dialogue presupposes an active two-way process of cognitive activity between teachers and students and, in its essence, most adequately reflects the dynamics of active learning.

In turn, certain methods of active learning have a dialogue form, for example, individual interviews, etc. They are based on dialogue in its diverse expressions. It’s one thing to have a dialogue at the level of discussing ordinary, everyday phenomena, and another thing to have a dialogue at the level of a scientific-theoretical interview.

However, in all cases, dialogue creates a new pedagogical sphere in the education system, which does not accept edification, direction, domination and subordination, and administrative arbitrariness on the part of teachers.

b) Modular method.

The meaning of this term is associated with the concept of “module” - a functional unit, a complete block of information, a package.

The module represents a certain amount of knowledge of the educational material, as well as a list of practical skills that the trainee must obtain to perform his functional duties.

The main source of educational information in the modular teaching method is the educational element, which takes the form of a standardized package with educational material on a particular topic or with recommendations (rules) for developing certain practical skills.

The training element consists of the following components:

– a precisely formulated educational goal;

– list of necessary literature (educational materials, equipment, teaching aids);

– the educational material itself in the form of a short, specific text accompanied by detailed illustrations;

– a practical task to develop the necessary skills related to this educational element;

– test that corresponds to the goals set in this educational element.

By assembling appropriate training elements, a training module is formed based on the requirements of a specific topic or job to be performed.

The purpose of developing training modules is to divide the content of each topic into its constituent elements in accordance with military-professional, pedagogical tasks determined for all appropriate types of classes, coordinate them in time and integrate them into a single complex.

c) Method of analyzing specific situations.

It is part of the AMO system and is one of the most accessible and relatively simple to organize a training session.

Introducing students to the analysis of specific situations should be carried out in stages, with increasing complexity from topic to topic.

The procedure for conducting a workshop using the case study method includes the following steps:

I stage: introduction to the problem being studied.

The introduction should orient students to the subject of the upcoming conversation, aiming them not at listing, but, on the contrary, at thoughtful search, analysis, etc.

II stage: determining the conditions for the seminar and asking questions.

The study group is divided into several subgroups working on situational tasks learned from the teacher in the previous lesson. These activities can be different (but within the same topic) or the same for all subgroups. It is also possible to get an initial acquaintance with the situation directly during the seminar session.

III stage: group work on the situation.

Each subgroup works collectively on the assigned tasks and, through the exchange of opinions and debate, looks for optimal answers. The teacher observes the work of the subgroups, answers any questions that arise, reminds them of the need to meet the set time, the subgroups must prepare answers to all blocks of questions in the assignment.

IV stage: group discussion.

Representatives of the subgroups take turns reporting on the results of collective work on the situation, answering the questions posed, and justifying the proposed solution. During the presentations of representatives of subgroups, a discussion takes place; each subsequent subgroup should have the opportunity to discuss the points of view of previous subgroups and compare them with their own options for resolving the situation.

Conducting a group discussion requires both teachers and students to undergo thorough preliminary preparation, which takes approximately 2–3 times longer than the lesson itself.

V stage: final conversation.

The result of collective work on the situation is summed up. The most optimal solutions to problems arising from a specific situation are identified. A final assessment of the work of all groups is given.

d) Case method.

Its purpose is to formalize the ability to apply in practice the knowledge previously acquired by students and to consolidate the basic concepts of the subject.

The lesson is divided into 6 phases, not counting the introductory part.

1st phase – transfer and study by trainees of information related to a given case. Information is given through a printed text, which the teacher distributes and, having determined the time for its study, makes sure that the students study it independently.

2nd phase – aims to develop students’ ability to determine what information is missing. This is determined by an open exchange of views.

3rd phase – finding the main and secondary problems is carried out by the method of free discussion. As a result of the discussion, a common opinion should emerge about which problem is the main one.

4th phase – highlighting the essential circumstances necessary to solve the main problem. The result will be a completed model of the task.

5th phase – adoption of a general criterion for choosing a solution and its evaluation. Conducted by free discussion.

6th phase – making decisions on major and minor issues.

d) Brainstorming method.

This method, sometimes called brainstorming, was developed in the United States in the 1930s as a method of collectively generating new ideas, initially in scientific teams, and subsequently when studying at universities.

The essence of the method lies in the collective search for unconventional ways to solve the problem that has arisen in a limited time.

Special purpose:

– combining the creative efforts of the group in order to find a way out of a difficult situation;

– collective search for a solution to a new problem, non-traditional ways to solve emerging problems;

– clarification of the positions and judgments of group members regarding the current situation, environment, etc.;

– generating ideas in line with educational, methodological, scientific problems.

In general, the methodology for organizing and conducting a brainstorming session may include the following steps:

1. Formation (creation) of a problem, its explanation and requirements for its solution.

2. Training of trainees. The order and rules of the attack are specified. If necessary, working groups (four to six people) are created and their leaders are appointed.

3. Direct brainstorming (storming). It begins with the student putting forward proposals for solving the problem, which are recorded by the teacher, for example, on a blackboard. At the same time, critical comments on decisions already put forward, repetitions, and attempts to justify their decisions are not allowed.

4. Counterattack. This stage is necessary when there is a sufficiently large set of solutions (ideas). Through a quick review, you can determine by comparison and comparison the impossibility of some solutions, the most vulnerable points of others, and exclude them from the general list.

5. Discussion of the best solutions (ideas) and determination of the most correct (most optimal) solution.

f) Prague method.

The list of active teaching methods may include group teaching methods. An important aspect of group methods is the presence of an element of competition, which increases interest in the activity of students. It is because of this that the group method is often used as an additional technique in other methods: discussions, brainstorming, labyrinth of actions and others. The group teaching method is the basis of the so-called Prague method, which will be discussed below.

Game teaching methods

Active learning methods are divided into two groups: imitation and non-imitation, and the first, and in turn, into game and non-game. The group of simulation gaming methods includes: business games; role training or role playing; internship in a specific position; management games and varieties of other games.

Thus, gaming methods - effective methods learning simply because the process of perceiving theoretical information is carried out not only through the word, but also through the organization of the activities of listeners.

In training sessions, not only business games in the full sense of the word are increasingly used, but also all kinds of gaming methods: team role-playing; individual-collective; organizational and activity; training; small groups; press conference; “round table”, etc.

a) Team-role method

Its essence is to intensify the cognitive activity of students by transferring to them some of the responsibilities of the teacher.

You can also suggest the following methodology for conducting classes using this method: when preparing for a seminar, practical or class-group lesson, students are divided into groups of five, whose members play several roles - a reviewer, a speaker asking and answering questions, and a seminar secretary.

b) Individual-collective method

The essence of the method is as follows. At the beginning of the lesson or on the eve of it, the study group is divided into three subgroups equal in number of people: A, B and C. The order of division can be: according to the list; on tables; arbitrary.

In each subgroup, a leader (captain) is selected, and the subgroups are dispersed in the audience (classroom).

The teacher announces the topic, learning objectives and order of the lesson. Sometimes the topic may be announced in advance. Students, using prepared educational materials (literature, TSR, visual educational materials, etc.), study materials on a given topic for the allotted time (approximately two hours and up to 70–75% of a four-hour lesson).

c) Organizational activity game

Unlike business games, the main task of which is to master the specified functions of role-playing behavior, the goal of an organizational-activity game is to solve a problematic problem at a theoretical level. The second goal is the development of the reflexive component of creative thinking.

Thus, the skillful use of active methods and forms of learning in the educational process brings the methodological system of professional training of specialists to a new qualitative level.

Active learning methods are divided into two large groups: group and individual. Group methods are applicable simultaneously to a certain number of participants (group), individual methods - to a specific person who carries out his general, special, professional or other training outside of direct contact with other students.

Yu.N. Emelyanov proposes to conditionally combine active group methods into three main blocks: a) discussion methods (group discussion, analysis of case studies, analysis of situations of moral choice, etc.); b) gaming methods: didactic and creative games, including business (management) games, role-playing games (behavioral training, play psychotherapy, psycho-dramatic correction); counterplay (transactional method of awareness of communicative behavior); c) sensitive training (training of interpersonal sensitivity and perception of oneself as a psychophysical unity).

S.V. Petrushin proposes to divide the main methods of active learning into main areas.

Based on the nature of educational and cognitive activity, active learning methods are divided into: simulation methods, based on imitation of professional activities, and non-imitation methods. The peculiarity of simulation methods is their division into gaming and non-gaming. Methods in the implementation of which students must play certain roles are classified as gaming. At the same time, non-game methods include analysis of specific situations, actions according to instructions, etc. A feature of non-imitation methods is the absence of a model of the process or activity being studied.

Non-imitation methods include:

A business game is a method of simulating situations that simulate professional or other activities through a game, according to given rules.

All emerging new teaching techniques and methods and any educational game cannot be classified as business games, as is sometimes done both in pedagogical practice and in individual appearances in the press. Therefore, such forms of conducting lessons as a lesson-concert, a lesson-exam, etc.; lesson-competition, lesson-quiz, imitation of educational and entertaining television programs in the classroom, do not relate not only to a business game, but also to the technology of active learning, and indeed to new forms and methods. These methods and techniques for activating students’ cognitive activity and revitalizing the educational process with the help of all kinds of game situations do not meet the characteristics and conditions of the organization that determine the technology of active learning. In a quiz or competition, a student may or may not take part, but will remain a passive participant-spectator. Attempts to force him will lead to the loss of the game moment and a positive mood for the activity. In active learning technology, the “forced activity” of participants is determined by the conditions and rules under which the student either actively participates, thinks hard, or drops out of the process altogether.

A seminar-discussion (group discussion) is formed as a process of dialogical communication between participants, during which the formation of practical experience of joint participation in the discussion and resolution of theoretical and practical problems occurs.

At the seminar-discussion, high school students learn to accurately express their thoughts in reports and speeches, actively defend their point of view, argue with reason, and refute the erroneous position of a classmate. In such work, the student gets the opportunity to build his own activity, which determines the high level of his intellectual and personal activity, involvement in the process of educational cognition.

Game-based production design is an active learning method characterized by the following distinctive features:

• - the presence of a research, methodological problem or task that the teacher communicates to the students;
• - dividing participants into small competing groups (a group can be represented by one student) and developing options for solving the problem (task).
• - holding the final meeting of the scientific and technical council (or other similar body), at which, using the method of role-playing, groups publicly defend the developed solutions (with their preliminary review).

The method of game production design significantly intensifies the study of academic disciplines, making it more effective due to the development of the student’s design and construction skills. In the future, this will allow him to more effectively solve complex methodological problems.

Didactic heuristics - the theory of heuristic learning, a pedagogical type of heuristics - the science of discovering new things. The origins of didactic heuristics lie in the Socratic method and maieutics.

In heuristic learning, the student initially constructs knowledge in the area of ​​reality being studied. To do this, he is offered a real significant object (a natural phenomenon, historical event, material for construction, etc.) but not ready-made knowledge about it. The product of activity obtained by the student (hypothesis, essay, craft, etc.) is then, with the help of the teacher, compared with cultural and historical analogues - known achievements in the relevant field. As a result, the student rethinks, completes, or dramatizes his result. There is a personal educational increase in the student (his knowledge, feelings, abilities, experience), and corresponding products are created. The results of a student’s activity can be not only a personal, but also a general cultural increment, then the student is included in cultural and historical processes as their full participant.

Voronova A.A. identifies three main types of active learning methods:

Case Study Method. Situations can be different in didactic orientation and are used in accordance with the task that the leader sets for the group: a situation is an illustration, a specific case proposed by the leader to demonstrate theoretical material. Situation - an exercise where participants must highlight and remember some elements; situation - an assessment in which the proposed problem has already been solved, and participants are asked to evaluate it; the situation is a problem, the group is presented with a number of questions that need to be analyzed and resolved.

Socio-psychological training, where the trainer does not perform a leading function, but plays the role of a benevolent observer, ensures the subjective nature of the participants’ communication.

Game modeling or simulation games. Games (simulation) are divided into business games, where a simulation model is predetermined, and organizational games, where participants themselves choose a system of solutions. There is also a classification that involves dividing them into four groups, combining group and individual forms of classes, with the primacy of the former.

Discussion methods (free and directed discussions, meetings of specialists, discussion of life and professional incidents, etc.), built on live and direct communication between participants, with a passively detached position of the leader, performing the function of organizing interaction, exchange of opinions, and, if necessary, management of development processes and making a group decision.

Game methods (business, organizational and activity-based, simulation, role-playing games, psychodrama, social drama, etc.), using all or several of the most important elements and aimed at gaining new experience that is inaccessible to a person for one reason or another.

Training methods (behavioral and personality-oriented trainings) aimed at providing a stimulating, corrective, developmental impact on the personality and behavior of participants. Each group involves a specific organization of interaction between participants who are in the position of students, and has its own specific characteristics. “Brainstorming” (brainstorming, brainstorming) is a widely used way of producing new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems.

Using the brainstorming method in the educational process allows you to solve the following problems:

• - creative assimilation of educational material by schoolchildren;
• - connection of theoretical knowledge with practice;
• - activation of educational and cognitive activities of students;
• - formation of the ability to concentrate attention and mental efforts on solving an urgent problem;
• - formation of experience of collective mental activity.

The problem formulated in a lesson using the brainstorming technique should have theoretical or practical relevance and arouse the active interest of schoolchildren. General requirement, which must be taken into account when choosing a problem for brainstorming - the possibility of many ambiguous options for solving the problem that is put forward to students as a learning task.

The micro-discovery method developed by E.S. Sinitsyn, there is a script for a heuristic conversation. The next microproblem is put forward in front of the class or audience, formulated in the form of a question that students are asked to answer. The difficulty of the question is carefully measured in compliance with the wave principle - easy questions are replaced by questions of medium difficulty, and the latter by very difficult ones. Easy questions contain more leading information than questions of average difficulty; difficult questions contain even less. In order to correctly answer a difficult question, the student must mobilize all his creative potential. The main condition is compliance with the interconnection of neighboring issues, i.e. each subsequent question must take into account not only the content of the previous one, but also those questions and answers that formed the essence of the dialogue much earlier. When using this teaching method, new knowledge is formed as a set of small discoveries made by the student himself, and the teaching technology consists of directing all these small discoveries.

The micro-discovery method harmoniously combines all methods of inventive creativity: brainstorming, collective discussion, synectics and inducing psycho-intellectual activity.

The synectics method is based on the use of analogies and associations to find the required solution. The method of intensifying psycho-intellectual activity is intended to have an emotional impact on the group using certain techniques of the presenter: his charm, artistry and the “sports” form of his logic. A teacher who uses the oral technology of the micro-discovery method in his activities expresses two functions. On the one hand, he acts as a brainstorming conductor, on the other, as an improviser.

Thus, at present there is no single view on the problem of classifying teaching methods, and any of the classifications considered has both advantages and disadvantages. (see Appendix 1).

Training technology and activation methods

7. Creating a comfortable learning environment. This means:

Introduction of a modern concept of psychological service of POU;

Ensuring academic freedom in choosing forms and methods of teaching aimed at stress-free advancement of students.

Some domestic researchers (and others) pay attention to a number of features of pedagogical technologies in secondary vocational schools.

One of them is the inclusion of students in three main types of educational activities: theoretical, laboratory-practical and production-practical, the role and place of which are determined by the specific purpose of training a specialist at the corresponding level of education. This involves justification and design of teaching technologies, types of educational activities and taking into account the specifics of each of them.

Thus, the features of a specific technology of theoretical training may be determined by various tasks of activity (oral, written using symbols, written graphics, etc.), the need to apply knowledge in practice. In practical training, technology is aimed at developing skills in performing work activities related to exercises in the chosen profession.

Based on the research of scientists (F. Yanushkevich, etc.), the following criteria for choosing a teaching technology can be identified:

1. Target orientation. It is related to the need to take into account
those main goals that technology is aimed at achieving (development of memory, thinking, technical creativity, communication skills, etc.). So, for example, if the main task of learning
for the immediate period (a lesson, a series of lessons on a topic, a seminar, etc.) is to develop the creative thinking of students, then the choice should be made on problem-based learning technologies implemented in the forms of collective mental activity (brainstorming, synectics method, etc.) .

2. Taking into account the specifics of the content. It focuses on the need to take into account the peculiarities of the content of that educational
discipline, within the framework of which the chosen technology is expected to be used. For example, the technology of modular training is most adequate for studying special cycle disciplines. The content of the disciplines of the humanitarian cycle is more relevant
technologies of dialogue training. Natural subjects
mathematical cycle are more effectively studied within the framework of technology
problem-based or problem-heuristic learning. At the same time, we are not talking about strict connections between the specific content and one or another teaching technology. The same content can be implemented quite effectively through various pedagogical technologies.

3. Individualization and differentiation of training have
at its core is the need for a real turn of pedagogy to the student’s personality. This criterion focuses on optimizing the combination of various forms of training: frontal, group, paired, individual, with the dominant role of one of them. The latter is determined by the fact that there is a connection between technology and forms of education: some technologies require the creation of small
group or individual training; others, on the contrary, are effective in frontal or group learning conditions.

4. Teacher’s readiness to implement teaching technology
is associated with taking into account the pedagogical and methodological capabilities of the teacher, the characteristics of his pedagogical style. Yes, teachers,
having pronounced communication abilities, possessing
using vivid figurative language, they will most likely choose game-based learning technologies or interactive technologies. Those whose
interest lies in the scope of application of various TSOs, they will prefer
appropriate technologies (computer, visual learning
and etc.). In addition, it is known that various teaching technologies require adequate training of the teacher: knowledge of the content of the subject, teaching methods, features of scientific-
methodological support. Therefore, a novice teacher who does not yet have work experience will choose the simplest ones that are accessible to him.
implementation of technology: interactive, algorithmic learning and
etc. An experienced teacher who knows both his own capabilities and the students well can choose more complex technologies
training: modular, contextual, etc.

5. Cost-effectiveness includes taking into account the energy consumption of the teaching work of the teacher and the educational work of students. In addition, it is expected to take into account the time spent to achieve the planned learning outcomes. This criterion is due to the fact that some technologies require a lot of preparatory work on the part of the teacher,
but they give greatest effect directly during the lesson, which is dominated by organizational and
advisory functions. This group includes, first of all, computer-based learning technologies (new information technologies), the implementation of which is impossible without labor-intensive work on preparing the necessary software pedagogical tools. During the lesson itself, the teacher’s functions are largely freed from routine work for consultations, assistance, individual work with students, and correction of their educational and cognitive activities.

Other technologies, on the contrary, require the performance of a more labor-intensive function directly in the process of implementing the technology (for example, technology of problem-based dialogue learning, the essence of which is the interaction of the teacher with students through the organization of conversations, discussions and other forms).

As for the time costs, they indicate the training of the trainees (short-term training or within the framework of the traditional curriculum) and the nature of the technologies, which from this point of view can be intensive and extensive. In conditions of short-term training, it is more advisable to turn to the choice of intensive technologies (concentrated training, etc.). In cases where a sufficiently long period of study of a subject is a factor in successful learning, it is natural to choose extensive technologies.

6. The material and technical base is the sixth criterion, which indicates the need for appropriate didactic-methodological and material-technical equipment for the use of any modern technology. Thus, to use new information technologies, appropriate equipment, software, and equipped classrooms are required. And the effective implementation of concentrated training technology is possible only with good scientific and methodological support.

An essential component of modern pedagogical technologies are teaching methods, since the quality of teaching, the effectiveness of students’ assimilation of educational material, and their cognitive activity depend on the level of pedagogical skill of the teacher, his ability to conduct classes pedagogically correctly and interestingly. And the methods of orderly interconnected activities of the teacher and student are usually called methods.

Methods are not used in their pure form; they are usually accompanied by techniques and means. Thus, the conversation is accompanied by an explanation, demonstration, question-and-answer techniques, recording, etc.

Reception teaching is an element, an integral part of the method.

Facilities teaching - these are all those means with the help of which the teacher teaches and the students learn (words, books, diagrams, models, boards, chalk, means of production, technical means, etc.).

The ways in which teachers and students operate are different. Hence the different teaching methods. There is a wide variety of classification of methods. Here are the most common principles for classifying methods.

TEACHING METHODS

PRINCIPLES OF CLASSIFICATION OF TEACHING METHODS

By external signs activities of teacher and students	Logical approach	By sources of knowledge	According to the degree of activity of students’ cognitive activity
Story Briefing Demonstration Exercises Problem solving Working with a book	Inductive Deductive Analytical Synthetic	Verbal Visual Practical	Explanatory Illustrative Problem Partial search Research

The most common classification is the classification according to the source of knowledge. It's kind of universal

So, analyzing all the other groups of classification principles, we see that this particular one has absorbed the characteristics of the others.

Let's look at each group of methods.

The verbal group includes conversation, explanation, story, independent work with a book, etc.

The use of methods in this group is based on the word. It carries with it a special role and significance in the work of a teacher. Let's name the didactic requirements for the word: purposefulness (reliability of facts, scientifically correct conclusions), literacy, clarity, brightness, emotionality, purity of speech, conciseness, accuracy, correct intonation, taking into account the situation, speech culture, tact.

To the group visual methods training includes; demonstration of posters, tables, diagrams, diagrams, models; use of technical means; watching movies and TV programs, etc.

The main requirements for this group: expediency (compliance with the topic, content); compliance with the didactic purpose of the lesson; measure of use; display order; determining the place and time of the show; the ability to organize active observation of students; taking into account psychological requirements for image, clarity (font, color, distance), etc.

The group of practical teaching methods includes: practical tasks, business games, trainings, analysis and resolution of conflict situations, etc.

The didactic requirements for practical teaching methods include: the didactic expediency of the method, the connection of the content with the professional training of students; clear statement of the problem; correct, clear, logical formulation of a way to solve the problem.

The teaching methods we have described are usually called traditional. But in modern pedagogical technologies they are basic, since relatively new methods are developed on their basis.

What methods can be considered new?

This includes problem-based learning, programmed learning, algorithmization, information pedagogical technologies, modular learning, and elements of pedagogical management.

Modern pedagogical technologies are primarily called modern in connection with the use of modern teaching methods.

Let's look at some of them.

Problem-based learning

Although in essence problem-based learning itself is not a new method of teaching, it is still considered as a modern method as a didactic system of methods, techniques and means of cognitive activity aimed at students’ creative mastery of knowledge.

In other words, problem-based learning is a way of active interaction between a teacher and students, during which the conditions for research activity and the development of creative thinking are modeled by creating a problem situation. In this case, problematic and informational questions serve as a means of controlling students’ thinking.

Types of problem-based learning are problematic issues, situations, tasks.

It is difficult to imagine that a modern teacher does not feel the effectiveness of this method, especially its role in organizing students’ independent search activities to master new things. It’s not for nothing that they say: “A bad teacher presents the truth, a good teacher teaches you to find it.”

The practical significance of problem-based learning is that it is successfully implemented with students of different age groups, with different cognitive abilities, in all subjects and at all stages of education.

The specific implementation method is determined by the specifics of the subject and the specific pedagogical situation.

Programmed training

This is a special type of independent work by students on specially revised educational material included in the program.

The purpose of the program determines the specifics of programming.

So, if a program is developed for a machine - machine programming; program for teaching aid- machine-free programming with a printed base.

They need the skills to independently acquire knowledge, to instill an interest in knowledge, and to provide feedback.

Programming principles:

Linear - when the learner sequentially moves from
one step of action to another;

Branched - based on choosing the correct answer
trainees from a number of proposed ones.

Of particular interest to practitioners educational institutions cause types of programmed learning - machine-free with a printed base. Among them: notes, workbooks, reference posters, reference signals, structural and logical diagrams.

Supporting notes It is advisable to use it both for the teacher himself in preparing for classes, and for the student. Usually they are located on one sheet and resemble a structural and logical diagram, in which educational information is logically presented in a condensed form, the wording of individual parts is given in the named form.

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The greatest pedagogical significance is achieved by a teacher who uses not only the supporting lesson notes for himself, but also those projected on the screen for the study group. To do this, you can use a codescope and slides on which the text of the supporting summary is applied. Moreover, the text on the slides is entered using a typewriter. The cellophane sheet is placed between two copy sheets with the front side facing the cellophane and the text is punched through in capital letters. Supporting notes for the whole group can be presented in the form of a large supporting poster posted in front of the students.

In our opinion, workbooks are of particular value. It is well known that pedagogical science is especially faced with the issues of identifying factors that contribute to the best development of students’ mental abilities, the activity of their thinking, and the rational organization of everyone’s independent work in preparation for mastering new knowledge and in the process of studying it. An unresolved problem is also the pedagogical problem of increasing the volume of independent mental and practical actions of students at this stage of training, creating favorable conditions for developing their ability to think logically, independently analyze conclusions, and justify their practical actions.

In an effort to increase the activity of students, most teachers of secondary specialized educational institutions significantly increase the amount of their independent work at the stage of familiarization with new material and its initial consolidation.

But organized using the traditional method, at the stage of familiarization with new material and its initial consolidation, independent work of students does not give the desired pedagogical effect.

As it turned out, during such work only a few students actively think and act. The rest is passive; without much effort, it still receives ready-made knowledge. An outwardly false impression is created about the quality of knowledge acquisition by all students. The teacher does not have the opportunity to analyze each student’s learning.

In an effort to fill this gap, we developed special didactic materials - workbooks on the Russian language, on the basis of which we organized independent study and initial consolidation of new knowledge by students.

The compiled workbooks do not exclude the explanation of the teacher, the work of students from a stable textbook, but are an addition to existing teaching methods and are used along with them.

A characteristic feature of this didactic material is that the process of completing tasks, as well as the results

are recorded right there in the materials, which allows the teacher to control the student’s train of thought and promptly detect a gap.

To instill in students the skills of self-analysis and self-control, the materials provide for self-testing. Students have the opportunity to compare their answer or practical action with a rule or text located in the reference part of the self-test manual. This technique contributes to the formation of mental activity in students, develops attention, observation, mobilizes memory, and the desire to accurately complete the task.

Conducts a lot of work on developing workbooks for students teaching staff College of Communications in Moscow under the leadership of the director of the technical school. They have developed workbooks on the subjects “Power supply of communication devices”, “Theory of telecommunication signal transmission”, Automatic communication”, “Analysis of economic activity” (in specialties 0101 - “Economics and accounting in industries” and 0102 “Management”).

Teachers and students themselves speak with great interest about workbooks, saying that they bring useful variety to the educational process, help to activate students’ attention, and increase interest in the tasks being performed. The system of compiling and arranging tasks in materials teaches students to be thoughtful about completing work, and aims them to strictly follow a certain sequence in educational activities. Increases independence not only in formulating conclusions and rules, but also in applying these rules. Using workbooks, teachers came to the conclusion that independent work is more successful when it is intelligently combined with established methods. The choice of one method or another depends on specific conditions: the degree of difficulty of the material being studied, the students’ preparedness to independently perform this or that work. Thus, it is more expedient to organize independent work, during which students are led to master new concepts and rules, on material that does not involve great difficulties.

Modular training

One of the promising innovative projects for improving educational technologies has become somewhat widespread in secondary vocational schools, the so-called RITM system (radical intensification and modular learning technologies).

It is built on the following principles:

1. Modular structure training courses. Each of them is divided into a number of complete, logically interconnected modules with specific, clearly defined goals, objectives and levels of study of this module and forms of control.

2. Cyclic organization of the educational process, based on dividing the 36-week academic year into 6 weeks, including those intended for intensive independent work
students, intermediate knowledge control, with exemption from
all types of current activities.

The creative rating is intended to assess the level of the student’s creative potential, his ability to independently obtain proof of theory by analogy with the given lectures, as well as to assess the acquired skills in solving non-standard problems of a theoretical and applied nature related to the profile of the future specialty. Only applicants with excellent and good grades are allowed to complete the creative rating. In the same way, only those

students who have a minimum technical rating score. In general, the problem of selecting capable students is solved.

Sometimes a system of functionally oriented individual training of specialists is distinguished. In this case, specialist training is carried out on the basis of direct connections and contracts on orders from enterprises. Jobs and types of functional activities of VET graduates, focused on performing certain functions, are agreed upon in advance.

Additional narrow specialization of graduates ensures their rapid adaptation to production conditions, a sharp reduction in time from educational to production activities, high labor productivity, and a reduction in time for internships and additional training.

Depending on the depth of functional specializations (technologist, production organizer, complex systems adjuster, operator of automated complexes, site foreman, etc.), students are selected into groups or subgroups, taking into account the identification of professional characteristics, psychophysical, emotional-volitional and characterological properties of the individual using a wide variety of tools (methods of expert assessments, psychodiagnostic tests, etc.).

Students master sequentially four levels of training:

a) involves increasing the requirements for students in fundamental natural science knowledge, to general professional
culture and humanization of education;

b) provides for differentiation of training content,
associated with the need to organize subject-specific specializations of the future graduate;

c) allows you to realize the opportunity to show the greatest
selectivity in training, due to the requirements of training specialists for specific types of functional activities;

d) determined by the need for personal ranking
intellectual capabilities and professional interests of each of the future specialists who receive the right to choose educational
disciplines, specializations and specialized laboratories
workshops, topics and functional orientation of coursework and
diploma projects (works).

In the theory and practice of world educational programs, various models for defining education and training have been developed.

The principle of modularity is considered very fruitful, which consists in breaking up information into modules - certain doses, didactic units that contribute not only to its better assimilation, but also to the controllability, flexibility and dynamism of the learning process.

The implementation of such an idea is carried out with the help of a curriculum or professional educational program, which is a set of information and activity modules of basic, special and humanitarian disciplines, from which each future specialist forms his own individual learning and self-education strategy, including many modules that meet his educational needs.

The information included in the module can have the widest range of complexity and depth with a clear structure and unified integrity aimed at achieving an integrated didactic goal. Since, due to the continuous development of science and technology, educational material must be periodically revised and updated, the structure of the module should include constant and variable parts, which depend both on changes and updates in the content of information, and on the direction of the student’s specialization.

To determine the functionality of the content of training in a specific discipline, an analysis should be made of the types of professional and practical activities of the future specialist and the tasks solvable on the basis of a level approach to the application of knowledge and skills provided in the process of studying it (using the apparatus of the corresponding science, establishing interdisciplinary connections, integration with production) .

Based on such an analysis, it is advisable to create a project for a problem-modular study of disciplines focused on one or another professional and creative activity, and taking into account the trajectories of the interests of the future specialist - to draw up individual programs for his educational and creative activities.

Such a program may include a set of sections and topics:

Mandatory for all students when studying each discipline;

Optional for students interested in advanced
studying a particular discipline;

Studied optionally (for example, the history of the development of the relevant science).

In accordance with such a curriculum, each student should have the opportunity to purposefully and primarily independently implement the trajectory of development of their professional and creative experience.

This is ensured on the basis of feedback that occurs in an atmosphere of co-creation with teachers, specialists, practitioners, which involves the development of a network or other individual schedule of control activities (taking tests, tests, exams, etc.), not constrained by rigid boundaries. In accordance with this schedule, each student has the right to independently speed up or lengthen the process of studying a particular discipline, depending on its complexity and the individual interest of the student in this discipline.

The implementation of training using problem-modular technology helps to overcome narrow-subject limitations and fragmentation of knowledge, and creates conditions for focusing training on the final result of training future specialists.