Teaching methods (from other Greek. Μέθοδος - the way) is the process of interaction between the teacher and students, as a result of which the transfer and assimilation of knowledge, skills and abilities provided by the content of the training takes place. Teaching reception (teaching technique) is a short-term interaction between the teacher and students, aimed at the transfer and assimilation of specific knowledge, skills.
According to the established tradition in domestic pedagogy, the METHODS of training are divided into three groups :
- Methods of organization and implementation of educational and cognitive activities:
1. Verbal, visual, practical (According to the source of the educational material).
2. productive, explanatory and illustrative, search, research, problematic, etc. (by the nature of educational and cognitive activity).
3. Inductive and deductive (according to the logic of presentation and perception of educational material);
- Methods of monitoring the effectiveness of educational and cognitive activities: Verbal , written checks and self-tests of the effectiveness of mastering knowledge, skills;
- Methods of stimulating educational and cognitive activity: Certain incentives in the formation of motivation, a sense of responsibility, obligations, interests in mastering knowledge, skills.
In the practice of teaching, there are other approaches to the definition of teaching methods, which are based on the degree of awareness of the perception of educational material: passive, active, interactive, heuristic and others. These definitions require further refinement, because the learning process cannot be passive and is not always a discovery (eureka) for students.
Content
Passive Method
The passive method (Scheme 1) is a form of interaction between students and teachers, in which the teacher is the main actor and the manager of the lesson, and students act as passive listeners subordinate to the teacher's guidelines. The teacher communicates with students in passive lessons through surveys, independent tests, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of student learning, the passive method is considered the most inefficient, but despite this, it has some pros. This is a relatively easy preparation for the lesson by the teacher and the opportunity to present a relatively larger amount of educational material in the limited time frame of the lesson. Given these advantages, many teachers prefer the passive method to other methods. I must say that in some cases this approach successfully works in the hands of an experienced teacher, especially if students have clear goals aimed at thorough study of the subject. A lecture is the most common type of passive lesson. This type of lesson is widespread in universities where adults are studying, well-formed people with clear goals to deeply study the subject.
Active Method
The active method (Scheme 2) is a form of interaction between students and teachers, in which the teacher and students interact with each other during the lesson and the students here are not passive listeners, but active participants in the lesson. If in a passive lesson the teacher was the main character and manager of the lesson, then here the teacher and students are on an equal footing. If passive methods presupposed an authoritarian style of interaction, then active ones more presuppose a democratic style. Many between active and interactive methods put an equal sign, however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.
Interactive Method
Interactive method (scheme 3). Interactive (“Inter” - this is mutual, “act” - to act) - means to interact, to be in a mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are oriented towards a wider interaction of students not only with the teacher, but also with each other and at the dominance of student activity in the learning process. The teacher’s place in interactive lessons is reduced to the direction of students' activities towards achieving the objectives of the lesson. The teacher also develops a lesson plan (usually these are interactive exercises and assignments , during which the student learns the material).
Therefore, the main components of interactive lessons are interactive exercises and assignments that are performed by students. An important difference between interactive exercises and assignments from the usual ones is that, while performing them, students not only and not so much reinforce already learned material as they learn new material.
Literature
- Alekhin A.Yu. General teaching methods at school. - K .: Radyanska school, 1983.- 244 p.
- Davydov V.V. Theory of developing learning . - M .: INTOR, 1996 .-- 544 p.
- Zagvyazinsky V. I. Learning Theory: Modern Interpretation: Textbook for High Schools. 3rd ed., Rev. - M.: Academy, 2006 .-- 192 p.
- Kraevsky V.V., Khutorskoy A.V. Fundamentals of training: Didactics and methods. Textbook allowance for students. higher textbook. institutions. - M.: Publishing Center "Academy", 2007. - 352 p.
- Liaudis V. Ya. Psychology teaching methodology: Textbook. 3rd ed., Rev. and add. - M.: Publishing House of URAO, 2000 .-- 128 p.
- Mikhaylichenko O.V. Methods of teaching public disciplines in higher education: a textbook. - Sumy: SumDPU, 2009 .-- 122 p. [one]
- Pedagogy: Textbook. manual for students of ped. in-to / Ed. Yu.K. Babansky. - 2nd ed., Ext. and reslave. - M.: Education, 1988 .-- S.385-409.
See also
- Educational technology
- Heuristic training
- Interactive approaches
- Multimedia learning
- Schechter Method
- Bulb model
- Model van heale geometry training
- Model Flask in the lesson
- Active learning
- Lesson
- Teacher
- Business game
- Contour map
- Lerner, Isaac Yakovlevich