Practical methods.

Visual teaching methods are aimed at visually-sensory acquaintance of students with the objective world, processes and phenomena in their natural form or in symbolic reflection using various drawings, reproductions, diagrams, etc.

Remark 1

A feature of these methods is that the assimilation of educational material is closely related to the teaching aids and technical means (ICT) used.

Visual methods contribute to the implementation of the didactic principle of visualization in teaching, enrich teaching methods, increase the efficiency and productivity of the lesson, develop observation, visual-figurative thinking, visual memory, and attention in children. In a general sense, visual methods can be divided into 3 groups:

• observation,
• illustrations,
• demonstrations.

This classification evaluates visual methods according to the source of knowledge. In the pedagogical literature, it has often been criticized because it does not reflect the nature of the cognitive activity of students and the degree of their independence in educational work. However, this classification currently remains the most popular among practicing teachers.

Observation

As a means of illustration, a blackboard and interactive whiteboards are widely used, dates, words, sentences, tasks are written on them, sketches are made, the sequence of performing any educational actions is revealed. Separate illustrative aids, banners, tables, pictures, maps, drawings, diagrams are also used.

When using illustrations as a visual teaching method, a number of conditions must be observed:

• they must correspond to the age of the students, be used in moderation and only at the right time of the lesson (class), served in such a way that all students have the opportunity to fully see the illustration;
• the teacher must accurately highlight the main thing when showing illustrations, clearly think through the explanations for them;
• the illustration must be consistent with the content of the material, aesthetically executed, and must also involve the students themselves in finding the desired information.

Demonstrations

The demonstration method is traditionally associated with the presentation of devices, equipment, experiments, films, filmstrips, tape recorders, computer programs. They are used to form students' interest, cognitive motivation, create a problem situation, familiarize themselves with new information.

So, when using a computer, a tape recorder, standards of expressive speech, pieces of music are demonstrated. Fragments of cinema, television programs, videos are used to demonstrate new achievements in science, technology, culture, unique documents, archival materials, and works of designers. Ample opportunities for demonstrating educational materials based on multimedia technology are provided by classrooms equipped with computers (with Internet access), a multimedia projector, and an interactive whiteboard.

Figure 2. Characteristics of visual teaching methods

Demonstrations are subject to the following requirements.

• the displayed objects must have the appropriate size for excellent visibility to all students, for small objects it is advisable to use different projections or organize alternate observation with the student being called to the demonstration table;
• during the demonstration, the teacher needs to face the class in order to see the reaction of the students, and one should not block what is being demonstrated, otherwise errors in the presentation of the material, violations of discipline are likely;
• the number of demonstrations should be optimal, since their excess scatters attention, tires, and reduces the degree of cognitive interest;
• before the start of the demonstration, as a rule, an introductory speech is given, and then a conversation is held based on the results of the viewing;
• the recommended duration of videos in junior classes is no more than 10 minutes, in senior classes - up to 30 minutes;
• when demonstrating complex material, it is advisable to pause for the teacher to explain and students to record information.

Visual aids

These include: digital, dynamic tables, reference signals (notes according to Shatalov), drawings of the teacher and students on the blackboard, various didactic task cards (diagrams, graphs, pictures, dummies of fruits, vegetables, berries, etc.), layouts animals, cinema, television, microscopes, codoscopes, epidioscopes, microprojectors, computers and other technical training aids.

The listed variety of visual aids can be conditionally divided into 3 subgroups: 1) tabular (planar), 2) mock-up (volumetric), 3) technical (dynamic).

Tabular visual means. They give an idea to students about the shape, structure, color of the objects being studied, their lifestyle, etc. But this visibility gives little idea of ​​the size of the objects, because in some cases on the table they are given increased (insect pests of agriculture, etc.), in others - reduced (elephant, giraffe). In such cases, it is necessary to make life-size contours of these animals from thick paper, or demonstrate a tape with divisions showing the height. It is even more effective to compare table drawings with natural samples (for example, a potato tuber on a table and a natural potato tuber), or with the size of objects well known to students, for example, a pencil, hair, pinhead, pea, etc. For example, a pea-sized hail fell: such a comparison is immediately clear to any schoolchild.

Talking about exotic animals (inaccessible to observation) - elephant, camel, whale. giraffe, etc., the teacher should not only show their image on a table, drawing, screen, but also give an idea of ​​​​the size. To do this, in the office on the wall at the teacher's table, 2 paper tapes are glued with divisions of half a meter: one - up to the ceiling, the other - the entire width of the wall.

Tables can be used in different ways:

1. hang with the back to the audience or put the back on the table;

2. hang face to the audience or put on the table;

3. hang up all the tables before the lecture separately, as in the defense of a dissertation;

4. use one table per lesson.

Each of these options has its own advantages and disadvantages, therefore, in each specific case, it is necessary to choose either one optimal option with a minimum of disadvantages, or a rational combination of them.

Having posted a table, it is important to give students the opportunity to look at it for a few seconds and only after that ask questions about its content. It is also useful to involve students in "reading" the table, i.e. to its active study, to the story according to the table, to the description of plants and animals. Demonstration of the table with this technique makes it a source of knowledge. By the way, with illustrations of tables and textbooks, as studies have shown, not only students, but also many teachers do not always work skillfully. And this methodological technique is one of the essential ways of activating the independent cognitive activity of students in the study of biology.

The teacher's drawing on the blackboard allows him to present the material more consistently, more clearly, more specifically and more fully, and it is easier for students to follow the teacher's thoughts, focusing on exactly the detail that he speaks about and which he reproduces in the form of a drawing. With this method of visualization, the student is fully involved in the work, because visual, auditory, and motor memory are activated here. Showing objects, posting tables should be carried out synchronously at the moment when the teacher begins to use them.

Of great importance is the systematic training of students to accompany the answers with a drawing on the board.

Of particular interest are collective drawings, collective drawing up of diagrams, tables. It contributes to the development of concepts and is widely used in biology classes, facilitating the understanding of such difficult issues as spermatogenesis, oogenesis, mitosis, meiosis, mono- and dihybrid crossing, etc.

In the teaching of biology, homemade visual aids that demonstrate the process play an important role. These are either long unfolding sheets of paper - scrolls, or dynamic tables. They can show, for example, the development of a frog, wheat, cell division, etc.

Disadvantages of tabular visual aids:

1. do not give a complete, comprehensive view of the object under study, but only a flat, often static view;

2. rarely give an idea of ​​the size of the studied objects;

3. absolutely do not give an idea about the organoleptic qualities (taste, smell, aroma, texture, etc.).

Advantages:

1) only with the help of tables it is possible to give digital, graphical, schematic and analytical characteristics-representations about the studied phenomenon, object (for example, about productivity);

2) simplicity and accessibility for making by students at school;

3) ease of storage, the possibility and ease of use in any environment (classroom, audience, office, etc.).

Dummy-dummy visual aids, unlike tabular ones, give a three-dimensional representation and, therefore, the ability to view an object from different angles. But their wider use in school is hindered by:

a) the impossibility of their manufacture by students at school, because they are made in special workshops on special orders, and they are not cheap;

· b) they should be stored in glazed cabinets, on the shady side, because on the light side they fade, and when open they are lost, pulled apart, damaged.

Technical means of visualization. Of great importance in teaching biology is the demonstration of educational films. Educational cinema has a number of advantages over other means: it shows actions, movements, processes, space, organic connection with the environment. But cinema also has its drawbacks: it is not always possible to use cinema because of the lack of apparatus, tapes, appropriate premises, and conditions for demonstration. Showing films requires compliance with a number of rules:

1. films should be organically included in the lesson as one of the visual aids;

2. silent film must be accompanied by a short and clear explanation;

3. in the course of viewing, if necessary, make breaks in the demonstration and switch to other aids (tables, drawings, natural samples, etc.);

4. students interested in technology should be more involved in the demonstration of the film in the lesson;

5. Students should be prepared before the film by asking them questions to which they must answer after watching the film. Such preparation gives purposefulness, excites students' interest in the film and the topic of the lesson.

Thus, you can apply different options for showing movies:

1. comments before the show;

2. comments during the show;

3. comments before and after the show;

4. comments without interruption and with interruption;

5. comment on the entire film, a separate part or fragments.

But an indispensable condition in all these options is that the film should organically include, supplement, clarify and deepen the material of the lesson.

Teaching programs in biology, regularly shown on central television, are also very effective.

Visual teaching methods are used in schools, universities, and for teaching preschoolers. All visual teaching methods are usually divided into three large groups:

• Observation method- when observations become a source of knowledge: over phenomena, objects, actions. When using this method, it is more convenient to build a lesson in the form of travel, excursions, walks, visits to a museum, cinema, theater, library, etc. That is, it is better to choose such lesson forms that enable students to actually observe the development of an action or phenomenon.
• Illustrative- this is the use of various kinds of illustrations: paintings, cards, drawings, posters, portraits, diagrams, graphs, tables, etc. This method is recommended to be used on everyone.
• Demo combine all types of demonstration of visual material in the lesson: videos, films, demonstrations of instruments, experiments, technical installations. Modern allows you to expand the scope of the demonstration method of teaching and makes it possible to apply it in any lesson: regardless of the form and type of lesson.

But such a division is purely arbitrary, since the modern provision of schools makes it possible to combine demonstration and illustration. For example, the use of a computer, an interactive whiteboard, a videoscope is a vivid example of a mixture of visual teaching methods.

Rules for the use of visual methods in pedagogy

There are several conditions that must be observed when using visual methods to make the lesson more effective:

• The content of visual aids should correspond to the age characteristics of schoolchildren.
• The lesson should not be based solely on visual methods. Oversaturation with visual aids in one lesson reduces the effectiveness of perception, tires. At the same time, the lack of visibility makes the lesson boring, uninteresting. Everything should be in moderation.
• Demonstrated items (pictures, diagrams) should be visible to all students. To demonstrate objects of small sizes, it is appropriate to use projections, optical magnification. Or you can call the students one by one to the demonstration table. This is usually practiced when demonstrating chemical and physical experiments.
• The use of any visual means must necessarily pursue certain goals.
• All visual materials should be related to the topic of the lesson.
• It is possible and necessary to involve students in the search for information for compiling a visual aid.
• If the teacher plans to use visual materials, then this should not be forgotten during the lesson. This is frequent. Here is an example: when studying the biography of a writer, the teacher hung a portrait of this writer next to the blackboard. It would seem that there is visibility? There is. But the mistake was that during the lesson the teacher never drew the students' attention to this portrait.

That is, it is important to act according to the principle: "If a gun hangs on the wall at the beginning of the performance, then it must fire." Any use of visual aids necessarily needs commentary.

This is a brief overview of visual methods. It is important that each lesson should contain the stages of work with visual and technical aids, because this not only brings variety to the course of the lesson, but also to the subject being studied, their motivation to study.

Visualization is a consciously arranged display of an object or its principle of operation in order to help students understand and apply it. Visual teaching methods allow you to show the simplicity and clarity of the image that the student created in the process of imagination, perception and thinking. When teaching, it is customary to use:

• sign models (equations, mathematical or chemical formulas);
• natural material models (models, real objects, geometric bodies);
• conditional graphic images (schemes, maps, sketches, drawings);
• dynamic models (TV films, transparencies).

Visualization is considered to be the source of knowledge acquisition.

Classification of visual teaching methods

Visual methods are those in which the assimilation of the necessary material significantly depends on the use of visual aids, as well as the technical means used in this process. As a rule, they are used in conjunction with other teaching methods, such as verbal or practical. All visual teaching can be divided into two groups:

1. Demonstration. It involves the demonstration of experiments, video materials, instruments, presentations.
2. Illustration. They involve the display of tables, paintings, and posters.

Such a division into groups of visual teaching methods is considered conditional, as the practice of teaching has developed historically. It does not exclude the possibility of using other visual aids: computers, interactive whiteboards, television. When using visual methods, the following should be observed:

• correspondence of visibility to the age of children;
• display only at the right moments and not overload the educational process with them;
• provide good visibility to all students;
• clearly highlight the main thing, showing illustrations;
• accompany the display with clear explanations;
• coordinate demonstration and content;
• involve students in the process;
• combine the forms and methods of presenting teaching material, taking into account the specifics of visual aids.

The role of visual methods

The circumstances of the use of visual teaching methods are controversial. Their main task is to form the thinking of students on sensory-visual sensations and bring the school closer to life. On the other hand, children are taught in school, not in real life. Until now, the scope of the use of visualization in school education has not yet been determined.

The conducted studies show that not all teachers have a clear idea about the use of visualization, when it is necessary to use it and how much, so that it is useful, in which cases it is better to completely abandon it so as not to harm. Textbooks on pedagogy say that with all the advantages of visualization, if it is used ineptly, it is possible not to achieve the main goal of education, but to replace it with a vivid means. Visual aids, as a rule, are in accordance with the programs and content of textbooks, teaching methods and techniques. They must meet scientific and aesthetic requirements and be appropriate for the age of the students.

Connection of visual and verbal methods

Visual teaching methods are always to some extent connected with verbal ones. Such a close unity of visibility, as well as the word, is explained by a dialectical understanding of reality and suggests the use of living contemplation, practice and abstract thinking in unity. The main forms of combining words and visualization are as follows:

• using the word, under the guidance of a teacher, students observe the object, they receive knowledge in the process of observation from the object itself;
• with the help of the word, the observations and knowledge of students, the teacher leads them to comprehend the phenomena and connections that cannot be seen in the process of perception;
• students receive all information about the object from the verbal explanations of the teacher, and visual aids concretize and confirm verbal messages.

Based on the observations of schoolchildren, the teacher combines the information they received, makes generalizations and appropriate conclusions. There are different forms of learning that associate visualization with the word. Depending on the content of the topic, the existing knowledge of students, the availability of visual aids, it is necessary to rationally combine verbal and visual teaching methods in each specific case.

Visual and practical teaching methods

As stated earlier, there are two groups of visual methods:

• illustrations - showing students illustrated manuals (portraits of scientists or sketches on the board, including those made by the students themselves, maps that contribute to understanding the material being studied);
• demonstrations - the use of experiments, technical installations, preparations, educational television programs and films.

In addition, along with visual, practical teaching methods are also widely used. These include:

1. Conversation is learning in the form of questions and answers. It is applied at any stage of training and is used to:

• obtaining new information;
• securing the information received;
• control and evaluation of knowledge;
• repetition of previously learned material.

When conducting interviews, the following requirements must be met:

• the teacher should formulate questions clearly and concisely, asking them in a logical sequence, make the student think, but not overload with quantity;
• the student is obliged to give complete, reasoned answers, reflecting independent thinking, to state them in literary form, specifically and clearly;
• address the whole class with a question and only after a short pause give the name of the responding student.

With the correct formulation of questions, it can be heuristic in nature and students will be able to find a solution to the problem on their own.

1. Dispute - is mainly used when conducting extra-curricular activities when discussing topics that affect topical issues.
2. The tour is an educational event. It is carried out both before the study of new material, and at the end to consolidate it.
3. Experiment and laboratory work - during the lesson, students practically apply the acquired knowledge. Successful implementation requires high-quality equipment, clear instructions from the teacher and the vital importance of the experiment.
4. Work with the textbook - independent study of the material, using textbooks.
5. Game - used for leisure activities with elements of cognitive activity.
6. Exercises are a method for repeating acquired knowledge. Develops skills and develops children's mental abilities.

In all the listed practical teaching methods in pedagogy, it is possible to use various visual aids. And the combined use of visual and practical teaching methods gives excellent results.

Techniques and visual method

Showing pictures, illustrations, tables, showing videos, slides, filmstrips - all these visual aids are an important method of teaching children, which allow them to solve many didactic problems. The illustration method is used to create visual images of a static nature, and the demonstration method is used to create dynamic visual examples. Visual methods contribute to the formation in children of clear ideas about the world around them, and influence the development of thinking.

When teaching the younger generation, they use the techniques of a visual teaching method - showing a sample and showing methods of action. These techniques are based on imitation and enable the child to learn new knowledge and skills. Showing the performance of actions in a certain order is used in music and sports classes, in lessons on fine arts and labor training. This technique sets the task for children to perform the upcoming work, concentrates their memory and attention. It is necessary to show clearly and accurately so that the children understand each movement and the features of its implementation. Actions must be accompanied by words.

Visual teaching methods in Russian language lessons

Visual aids in the Russian language allow you to base on the visual and auditory perception of students. The use of visuals helps to activate the attention of students, which helps them quickly and thoroughly absorb the material. When studying the Russian language, the following types of visual aids are used:

• Tables are records in the form of text or numbers arranged in a set order. Data is often arranged in columns or grouped together with figures and diagrams with text. According to their purpose, they are divided into cognitive, training and instructive.
• Illustrations - drawings and diagrams of various subjects that are in the textbook. For individual exercises, illustrations are made on sheets of paper or transparencies are used.
• Didactic material - specially designed manuals for independent work by students. They are designed to develop writing skills.

Visual teaching methods are used both in explaining new information and in reinforcing it. Didactic material using cards sometimes frees students from rewriting exercises, which allows them to complete more tasks. Some of the visual aids students can make themselves. This helps them better understand the material being studied, and sometimes arouses interest.

Visual methods in physical education lessons

Visual teaching methods in physical education classes contribute to the rapid and correct assimilation of the material and increase interest in the actions being studied. The effectiveness of the methods largely depends on their age-appropriateness of the students. Visualization is especially effective for students of elementary grades. They have a developed sense of imitation, a tendency to follow a living example. In addition, at the initial stages of training, visualization methods are used more often than during consolidation and improvement. In the latter case, they are used to eliminate errors. At physical education lessons they use: diagrams, posters, demonstrations of films, sketches. Demonstrating visual aids, the teacher makes it easier for the student to perceive the motor action.

Visibility in reading lessons

One of the important principles of didactics is visibility. Learning to read makes it possible to use visualization in all its diversity:

• observation of the surrounding world during excursions;
• acquaintance with herbariums, collections, layouts;
• demonstration of films;
• viewing reproductions, paintings and illustrations;
• listening to text recordings.

The use of filmstrips and cinema is used in lessons in the form of viewing small fragments to illustrate or prepare for retelling of the text. Such use is also possible during summarizing conversations for the purpose of explanations in the analysis of the text. When reading and studying popular science articles, the filmstrip can be viewed before reading or in parts during the work. In preparation for reading, reproductions and illustrations are used to get acquainted with new phenomena, historical events. When analyzing and summarizing the material, a visual aid makes it easier to understand and then reproduce the text. When teaching reading, it is not necessary to overload classes with illustrations, so as not to reduce the role of the text being studied.

Interactive whiteboard - visual aid

The use of a personal computer at school significantly expands the potential of visual methods. The video method is used to present new knowledge, consolidate, control, generalize, systematize, repeat, that is, it performs all the functions of the learning process. The interactive whiteboard allows the teacher to control the demonstration of the computer, displaying reproductions, diagrams, various objects on the screen, create, move and change objects. Using it throughout the lesson, the teacher does not waste time changing visual aids, cleaning the board, writing exercises and assignments. In the lessons of fine arts, the teacher can demonstrate any work, zoom in on the image and pay attention to small details. When preparing for a lesson, the teacher finds a lot of visual aids, which can then be used repeatedly without worrying about their safety. When using such visibility, the quality of education improves, students are involved in active work. The use of an interactive whiteboard is a worthy example of a visual method of teaching in a school.

Application of visual methods in elementary school

For the perception of visibility in children, auditory, tactile and visual receptors are involved. All types of visual aids do not have any advantages over each other in their use. In the lessons of natural history, natural or close to nature objects and images are most often used, and when studying grammar, conditional ones predominate, in the form of arcs and arrows - for the connection between words. Often, several different types of visualization are used to study one object. In elementary school, almost no lesson is complete without visual methods for teaching children. This is due to the psychological characteristics of primary school students.

Visual methods help develop imagination, memory and thinking. An important point is the purposeful use of visual aids. You should not clutter up the educational process with a large number of visual aids, so as not to distract children from the perception of the material and prevent them from concentrating on the main thing. When teaching, visualization is always combined with verbal explanations. The teacher directs the observation that the students make. They receive knowledge by considering the appearance of the object, its structure and the processes taking place in it. Another form of visualization is also possible, when the teacher tells everything about the object, and then shows it to confirm and clarify the material presented. In the first case, students are fully involved in the learning process and make their own discoveries, which leads to better assimilation of the material. In the second, they are passive observers. The features of the visual method of teaching lie precisely in the possibility of its application in various forms of combining words and visualization.

Excursions - a visual method of learning

The information society in which schoolchildren live requires them to be able to select the necessary information and learn how to work with it. The same problem is faced by the teacher. He should be ready to answer any question from the students. To do this, he can use various teaching methods: verbal, practical and visual. Among them is an excursion, which refers to visual teaching methods. During this event, for educational purposes, the teacher, guide and students work together. They study reality by observing it in natural conditions - a factory, an agricultural enterprise, monuments - or they use specially created collection repositories: exhibitions and museums. During the excursions, the assimilation of concepts, theoretical knowledge, skills and abilities is achieved. The excursion method develops visual-figurative thinking, curiosity, and imagination.

Learning English using visualization

English lessons without the use of visual aids do not give the corresponding effect. The most important point for the teacher is to correctly combine visualization and verbal teaching methods for the effective assimilation of the system of skills, abilities and knowledge. The training program may contain game elements when performing exercises using computers:

• when filling out a crossword puzzle, an erroneous letter is highlighted in a different color;
• compiling sentences when, when the cursor is pressed, the word stands in a certain place;
• the game "hunter", when the shot (pressing the cursor) is made after the correct listening of the word on the desired picture;
• connection of a word with its corresponding image.

Creating an effective motivation for students to acquire knowledge, one should reasonably combine visual aids and verbal teaching methods.

Conclusion

Visualization helps to increase the effectiveness of learning, the student learns the material much more meaningfully and more interested. It affects the student's psyche, mobilizing and activating it, increases the comprehensibility of the material, reduces fatigue, trains the imagination and simplifies the entire learning process.

Visual aids are used when presenting new educational material, independent work of students to acquire new knowledge and skills, during testing and control classes. It should be noted that the use of visual teaching methods is inextricably linked with verbal and practical techniques.

Under visual teaching methods such methods are understood in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods and are intended for visual-sensory familiarization of students with phenomena, processes, an object in their natural form or in a symbolic image using all kinds of drawings, reproductions, diagrams and etc. In the modern school, screen technical means are widely used for this purpose.

Visual teaching methods can be conditionally divided into three groups:

- method of illustrations,

- demonstration method,

- video method.

illustration method involves showing students illustrative aids, posters, tables, pictures, maps, sketches on the board, flat models, etc.

Demo method usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.

The goals of the visualization method in elementary school:

Enrichment and expansion of the direct sensory experience of children,

The development of observation

The study of specific properties of objects,

Creation of conditions for the transition to abstract thinking, support for independent learning and systematization of the studied.

In elementary grades, visualization is used:

natural,

drawing,

Volumetric,

sound,

Graphic.

The demonstration serves mainly to reveal the dynamics of the phenomena being studied, but is also widely used to get acquainted with the appearance of an object, its internal structure or location in a series of homogeneous objects. When demonstrating natural objects, they usually start with the appearance (size, shape, color, parts and their relationships), and then move on to the internal structure or individual properties that are specially highlighted and emphasized.

The demonstration begins with a holistic perception. This method is truly effective only when an active cognitive process is carried out - the children themselves study objects, processes and phenomena, perform the necessary actions, establish dependencies.

The demonstration process should be structured in such a way that:

All students saw the demonstrated object well;

They could perceive it, if possible, with all the senses, and not only with the eyes;

The necessary aspects of the object made the greatest impression on the students and attracted maximum attention.

Illustration involves the display and perception of objects, processes and phenomena in their symbolic image with the help of posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc.

Recently, the practice of visualization has been enriched by a number of new means.

The methods of demonstration and illustration are used in close connection, complementing and strengthening the joint action. When students have to perceive a process or phenomenon as a whole, a demonstration is used, but when it is necessary to understand the essence of the phenomenon, the relationship between its components, they resort to illustration. The effectiveness of an illustration depends on the method of display. Choosing visual aids and the form of illustration, the teacher thinks over their didactic purpose, place and role in the cognitive process. He also faces the problem of determining the optimal amount of illustrative material. Experience shows that a large number of illustrations distract students from clarifying the essence of the phenomena being studied; Illustrations are prepared in advance, but they are shown only at the moment when they turn out to be necessary in the course of training.

In modern elementary school, screen technology is widely used to provide high-quality illustrations.

Video method is considered as a separate teaching method due to the intensive penetration into the practice of the work of educational institutions of new sources of screen presentation of information:

videoscopes,

projectors,

movie cameras,

educational television,

Video players and VCRs,

As well as computers with a display reflection of information.

The video method successfully performs all didactic functions: it serves not only for presenting knowledge, but also for their control, consolidation, repetition, generalization, systematization. The educational and educational functions of this method are determined by the high efficiency of the impact of visual images and the possibility of managing events.

Practical teaching methods based on the practical activities of students. These methods form practical skills and abilities.

Practices include:

- exercises,

- laboratory and practical work,

Exercises- repeated performance by students of certain actions in order to develop and improve skills and abilities in educational work.

The nature and methodology of the exercises depend on the characteristics of the subject, the specific material, the issue being studied, and the age of the students.

Didactics formulates a number of general rules for conducting exercises:

Bringing to the consciousness of students the purpose and order of the exercise;

Variety of exercises;

Systematic conduct of exercises;

After explaining the new material, the exercises are given more often;

Gradual increase in exercise difficulty.

Immediately after studying the new material, the teacher gives typical exercises in which the features studied by the students come out most clearly and prominently. When the new material is firmly mastered by the students, tasks and exercises can be given, for which the children use the knowledge of other topics of the subject.

The effectiveness of exercises increases if children are accustomed to self-control in educational work. Properly organized exercises are of great educational value. The nature of the impact of exercises on students depends on the degree of independence of their implementation. Equally important is the content of the exercises.

In elementary grades, a wide variety of written exercises are given.

Laboratory works- one of the practical methods of teaching, which consists in conducting experiments by students on the instructions of the teacher using instruments, the use of tools and other technical devices. In the process of laboratory work, observations, analysis and comparison of observational data, formulation of conclusions take place. Mental operations are combined here with physical actions, with motor acts, since students, with the help of technical means, influence the studied substances and materials, cause phenomena and processes of interest to them, which significantly increases the productivity of the cognitive process.

Laboratory work can be carried out:

- in illustrative terms when students in their experiments reproduce what was previously demonstrated by the teacher;

- in terms of research when students themselves for the first time solve the cognitive task assigned to them and, on the basis of experiments, independently come to new conclusions for them.

The performance of laboratory work is accompanied by a record of the obtained data and a graphic representation of the phenomena and processes under study in the form of a report on the experiment.

Cognitive (didactic) games- these are specially created situations that simulate reality, from which students are invited to find a way out.

Modern didactic games in elementary school are mostly games by the rules.

Games have many features:

Activate cognitive processes;

Raise the interest and attentiveness of children;

Develop abilities;

Introduce children to life situations;

Teach them to act by the rules;

Develop curiosity, mindfulness;

Strengthen knowledge and skills.

A properly constructed game enriches the process of thinking with individual feelings, develops self-regulation, and strengthens the will of the child. The game leads him to independent discoveries, problem solving.

In the educational process, only elements of a didactic game can be used - a game situation, a technique, an exercise.

The general structure of the didactic game contains the following components:

Motivational - needs, motives, interests that determine the desires of children to take part in the game;

Approximate - the choice of means of gaming activities;

Executive - actions, operations that allow to realize the set game goal;

Control and evaluation - correction and stimulation of the activity of gaming activity.

Questions and tasks

1. What is the essence of each type of visual methods? Describe their positive and negative aspects.

2. Expand the essence of each type of practical methods, their positive and negative sides.

Forms of organization of education in primary school: general class, group and individual

The form(from the Latin "forma") - external appearance, external outline, established order.

In philosophy the form is the structure of some content.

Form of organization of training denotes the external side of the learning process, which is associated with the number of students, time and place, as well as the order of its implementation (I.F. Kharlamov).

In scientific pedagogical research, different points of view on the concept of "organizational forms of education" are considered.

So I. M. Cheredov considers the form of education as a special construction that characterizes “the external side of the learning process, due to the content, methods, techniques, means, types of educational activities, the features of the relationship between the teacher and students when working on educational material.

Analyzing this pedagogical phenomenon, Yu. K. Babansky believes that the form of organization of education should be understood as the operational and activity component of education and is an external expression of the coordinated activity of the teacher and students, carried out in the prescribed manner and in a certain mode.

B. G. Likhachev understands the form of organization of education as a purposeful, clearly organized, rich in content and methodically equipped system of cognitive and educational interaction, relations between the teacher and students.

S. A. Smirnov understands the form of education as a way of organizing the activities of students, which determines the number and nature of the relationships between participants in the learning process.

The form of organization of education is an external expression of the coordinated activity of the teacher and students, “packaging” for the content ”(IP Podlasy).

The above definitions of the concept of "form of education" speak of its complexity and ambiguity.

In the history of pedagogy, there are two main forms of organization of learning: individual-group and classroom.

The system of individual education became widespread in the early stages of the development of society, when the teacher studied with one student, as a rule, his successor. Gradually, individual-group training arose, when the teacher worked with a group of students of 10-15 people. Training in the group also went on individually, so the group included students of different ages, different levels of training. The terms of training, the beginning and end of classes were also individual.

In the Middle Ages, due to the increase in the number of students, a need arose for a new form of organization of education. The group form of education has become widespread. She found her final solution in class-lesson system of education, developed and theoretically substantiated by Ya. A. Comenius. It assumes the presence in the group of a constant composition of students of the same age; a permanent place and duration of classes, a stable schedule of classes.

The history of the development of the school knows various systems of education in which preference was given to one or another form of organization: individual (in ancient states), individual-group (in schools of the Middle Ages), mutual education (Bell-Lancaster system in England), differentiated education according to the abilities of students (Mannheim system), brigade education (which existed in the 20s in the Soviet school), the American "Trump plan", according to which 40% of the time students spent in large groups (100-150 people), 20% in small groups (10 -15 students) and 40% of the time was devoted to independent work.

For primary school teachers, the so-called Dalton plan is of interest - a form of individualized education (E. Parkhurst, G. Dalton, early 20th century). The children were offered complete freedom in choosing the content of their education, alternating the subjects studied, using their own time, and so on.

Historically established forms of education continue to exist in the practice of education at the present time.

Individual form of education − is used to adapt the degree of complexity of educational tasks, provide assistance taking into account the individual characteristics of the student and optimize the educational process itself.

Paired form − associated with the communicative interaction between a teacher and a pair of students performing a common educational task under his guidance.

group form- communication of the teacher is carried out with a group of children of more than three people who interact both with each other and with the teacher in order to implement educational tasks.

Collective form (general class) of education- one of the most complex forms of organization of students' activities, considering the training of a holistic team. This form is focused on the active interaction of students, their mutual understanding, mutual learning, cohesion.

front shape("facing the audience") − involves teaching a group of students or a whole class solving the same type of problems with subsequent monitoring of the results by the teacher.

A more perfect organizational design of the pedagogical process found its expression in classroom system. Its contours were proposed by the Dutch teacher D. Sil, the German professor I. Sturm, the theoretical justification for this system was described in the "Great Didactics" by J. A. Comenius.

Lesson- a unit of the educational process, clearly limited by the time frame, the age composition of students, the work plan and curriculum.

Lesson is the main form of organization of current educational work. This form presents all the components of the educational process: purpose, objectives, content, means and methods.

Lesson typology one of the most difficult didactic tasks. S. V. Ivanov, M. A. Danilov, B. P. Esipov, G. I. Schukin distinguishes the following lesson types depending on the didactic task:

Introductory lessons, lessons of primary acquaintance with educational material;

Lessons in the formation of concepts, the establishment of laws and rules;

Lessons in applying the acquired knowledge in practice;

Skills lessons;

Lessons of repetition and generalization;

Control lessons;

Lessons mixed or combined.

These types of lessons are widely used in elementary school as well.

I.P. Sneaky separately considers the lesson in understaffed elementary school where children of different ages study in the same classroom.

There are three main types of lessons:

A lesson in which both classes learn new material;

A lesson in which new material is studied in one class, and work is organized in another class to consolidate knowledge and skills, repeat what has been learned or take into account the knowledge and skills of children;

A lesson in which both classes work to review what they learned earlier.

Integrative Lesson(from Latin “complete”, “holistic”) is a lesson in which the material of several subjects is combined around one topic. Such a lesson is most productive for younger students, because. contributes to the information enrichment of the content of education, thinking and feelings of schoolchildren by including interesting material that allows you to know the phenomenon or subject of study from various angles.

Non-standard lesson- This is an impromptu training session with an unconventional structure. For example: lessons - competitions, business games, auctions.

under the structure The lesson implies its internal structure and the sequence of individual stages, reflecting the purpose, didactic tasks and features of their practical implementation.

Excursion- this is one of the forms of educational work with children transferred in accordance with certain pedagogical tasks to enterprises, museums, an exhibition, a field, a farm, etc.

Depending on the didactic tasks to be solved, excursions of various types are distinguished: depending on the objects of observation (natural history, local history, literary, geographical, etc.); for educational purposes (review and thematic); in place and in the structure of the pedagogical process (introductory, or preliminary; current, final).

Recently, in the primary grades, complex excursions. Complex excursions not only save time, but also help to combine blocks of knowledge on different subjects, subject to one topic. So, for example, the excursion interestingly combines knowledge on familiarization with the outside world, music; visual activity.

Independent work Didactic students (I.Ya. Lerner, Yu.K. Babansky, I.P. Podlasyi, etc.) characterize students as mastering scientific knowledge, practical skills, and skills in all forms of organizing training, both under the guidance of a teacher and without him.

Independent work of students is classified:

According to the didactic purpose of its application - cognitive, practical, generalizing;

By types of tasks to be solved - research, creative, cognitive, etc.

By levels of problem - reproductive, productive research, research;

By the nature of the communicative interaction of students - frontal, group, individual; at the place of its implementation - home, class.

Questions and tasks

1. Highlight the main features that characterize the form of organization of training. Give the definition of the concept of "form of organization of training."

2. Determine the factors influencing the choice of organizational forms of training.

3. Describe the features of the classroom teaching system, its advantages and disadvantages, its advantages over other systems.