Active learning methods or active learning methods. Active and interactive teaching methods: overview, classifications and examples. What are active and interactive teaching methods in the classroom? Classification of game methods of active learning

Game methods – educational, simulation, role-playing, organizational and activity-based, operational, business, managerial, military, routine, innovative, etc. They represent sign-contextual learning because they have the following characteristics:

‒ more complete recreation of the real conditions of professional activity;

- more complete personal inclusion of the student in the game situation;

- intensification of interpersonal communication;

- presence of vivid emotional experiences of success or failure;

‒ the possibility of targeting the student with effective means for solving problems given in a game form;

‒ the ability to reproduce the entire context significant elements professional activity.

♦ Simulation game teaching methods:

▪ Internship with a job role – a method of active learning of a specific type, in which reality itself acts as a model, and imitation mainly affects the performance of a role (position).

▪ Simulation training involves practicing certain specialized skills and abilities to work with various technical means and devices.

▪ Role-playing (dramatization) – a gaming way of analyzing specific situations, which are based on problems of relationships in a team, problems of improving leadership style and methods.

▪ Game Design – a practical lesson, the essence of which is the development of engineering, design, and technological projects in game conditions that recreate reality as much as possible.

♦ Game teaching methods – These are educational business or activity games based on the principle of simulation of situations of real professional activity in combination with the principles of problem-solving and joint activity.

It is advisable to divide gaming methods into operational and role-playing.

1. Operating(business, management) games have a scenario that contains a more or less strict algorithm for the “correctness” and “incorrectness” of the decision being made, that is, the student sees the impact that his decisions had on future events. In such games, the aspect of instrumental learning is more emphasized, and at the same time, the interpersonal aspect is formalized and minimized compared to reality. Thus, the simulation game model inevitably simplifies reality.

2.Role-playing games with elements of dramatization help to reveal and improve the potential of self-expression. They confront the participant with situations characteristic of real and significant activities for him, confront him with the need to change his attitudes, create conditions for the formation of new, more effective communication skills (verbal and nonverbal, activity-based and emotional, etc.).

Role-playing games are based on the assumption that a person learns best dynamic processes, especially if he is included in them. Therefore, games emphasize action. The educational process is based on the dramatization of the situation under study. There is a formulation of a psychological task, division into “pieces”, “end-to-end” action, “putting together the pieces”, “physical” tasks, “physical” action.

Gaming methods include:

√ sociodrama(situational training). Its goal is to achieve effective interaction with partners in business or everyday communication;

√ psychodrama technique, which is aimed at resolving the individual’s internal conflicts by replaying life situations and creating conditions for realizing oneself as an integral person;

√ counterplay(transactional method of awareness of communicative behavior). The counter-game task of the group is to, in conditions of frank communication under the guidance of a psychologist-trainer, understand the prevailing ego states and the specifics of their hidden games, manipulations, “roles in life,” and so on.

These methods are very effective, as they provide a holistic approach to the cognitive, emotional and behavioral components of the individual, bringing the learning situation closer to the real one.

Business game is a controlled procedure that takes place in a planned manner and as close as possible to real ones professional conditions and the purpose of which is to identify possible solutions to this problem. At the same time, the direction of the game and its emotional mood are adjusted by the teacher.

Business game as a method has the following positive features :

- high motivation;

- emotional intensity of the learning process;

‒ preparation for professional activity, knowledge and skills are formed, students learn to apply their knowledge;

‒ post-game discussion helps to consolidate knowledge.

TO negative traits this method include :

- Firstly , high labor intensity for the teacher;

‒ secondly, great tension for the teacher;

‒ thirdly, students’ unpreparedness to work using a business game;

- fourthly, difficulties with replacing the teacher who conducted the game.

Used with great efficiency in higher schoolbrainstorm. Alex Osborne is considered the inventor of the brainstorming method.

Brainstorming stages:

1) preliminary stage (problem formulation);

2) main stage (idea generation);

3) grouping, selection and evaluation of ideas.

Webinar program

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- Borisova E.V., methodologist at the Children's and Youth Center Priobsky, Biysk, Altai Territory;

For whom: subject teachers educational institutions, deputy directors, teachers additional education, teachers implementing extracurricular activity programs, methodologists.

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Participants in the webinar will become familiar with effective ways to organize educational activities based on modern active learning methods. The webinar will discuss the classification of active teaching methods and the features of their application when designing a training session. The webinar program is aimed at mastering the use of active learning methods in professional activities. The authors of the webinar will share their experience practical application active methods in the learning process.

Part 1. Active teaching methods, their classification. Features of the use of active learning methods.

Part 2. Application of active learning methods when designing a training session.

2.1. Problem-based learning.

2.2. Project and educational and research activities of students.

2.3. Gaming technologies: mind map method, business game, role-playing game, simulation games.

Active learning methods as a way to increase the efficiency of the educational process

Part 1.

Active teaching methods, their classification. Features of the use of active learning methods.

Borisova Elena Vladimirovna, methodologist of the MBU DO "House of Children's Creativity" in Biysk, Altai Territory

The great goal of education is not knowledge, but action.

G.Spencer

Modern educational institutions, defining their main tasks in preparing graduates, prioritize over the set of necessary knowledge, skills and qualities, putting the ability to apply acquired knowledge in new situations in independent living conditions, as well as the ability to think outside the box, analyze and argue their point of view. To solve these problems, effective forms of organizing the educational process, new pedagogical technologies, and active teaching methods are required, since traditional reproductive education assigns a passive role to the child and does not allow achieving the set goals.

The main activity of a teacher is the development, education and training of students and is carried out using teaching methods and techniques.

Concept method comes from Greekmethods - path of research.

The teaching method is the most important component of the training session, the key “to achieving the triune goal of the lesson, ... the most mobile and dynamic component educational process, closely connected with all its aspects.” (Yu. A. Konarzhevsky)

Teaching methods – methods of work of the teacher, with the help of which children acquire knowledge, skills and abilities, as well as the development of their cognitive abilities.

Teaching methods - these are the main activities of the teacher and student, ensuring the formation of knowledge, skills and abilities necessary to solve educational problems.

Teaching methods – a set of ways and means of achieving goals.

I. D. Zverev gave the following definition of teaching methods: “Teaching methods - These are ordered ways of interconnected activities between teachers and students aimed at achieving educational goals. This activity is manifested in the use of sources of knowledge and ways of controlling the cognitive process by the teacher.».

A system of methods is not a simple set, but a set in which there are internal connections between components, determined by the effectiveness of specific methods. Taken together, they represent a system for managing different methods of cognition, students educational material, starting from the acquisition of ready-made knowledge to independent decision cognitive tasks.

The essence of the method lies in the organized method of cognitive activity of the student, in his activity, development of cognitive powers and abilities.

Modern methods learning is characterized by the following features (according to Levina M. M.):

method is not the activity itself, but the way of its implementation, it is a schematized and designed by the teacher way of activity, therefore it is necessarily conscious;

The method must necessarily correspond to the purpose of the lesson (lesson). If this correspondence does not exist, then the expected results cannot be achieved using this method;

a method cannot be wrong, only its application can be wrong. If a method does not meet the objectives assigned to it, it is not a method for achieving the goal;

Each method has its own subject content. The knowledge included in the method forms the zone of its effectiveness;

the method always belongs to the actor. There is no activity without an object, and there is no method without an activity. The method determines the movement of the entire set of means intended for the teacher to solve an educational task.

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 work, 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 teaching method. 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 the passive method assumes an authoritarian style of interaction, then active teaching methods assume 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.

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 process of training and education, which is aimed at fully enhancing 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.

The organization of the educational process using active learning methods is based on a number of principles, which include the principles of individualization, flexibility, and cooperation.

Principle of individualization involves the creation of a system of multi-level training of students, taking into account the individual characteristics of students and avoiding equalization 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:

In terms of 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, elective disciplines can also be used for this purpose),

In 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 society, which helps reduce the inertia of the education system.

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 and trust in the student’s personality, providing him with the opportunity to demonstrate independence, initiative and individual responsibility for the result.

All active learning methods have a number of distinctive features or characteristics. 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 of educational and cognitive activities and the nature of the acquired practical tasks and functions of the student. Thanks to its implementation, it is possible to form students’ emotional and personal perception of educational material.

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 intellectual capabilities of students 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, independence interaction of students 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, as an assistant, participates in the process of their interaction with the educational material; ideally, the teacher becomes their leader independent work, implementing the principles of collaborative 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: 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 for 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. The number of active learning methods is quite large. Therefore, to characterize them, let us turn to the classification of active teaching methods.

Classification of active learning methods.

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

Can conditionally combine active group methods into three main blocks (Yu.N. Emelyanov) :

discussion methods (group discussion, analysis of cases from practice, analysis of situations of moral choice, etc.);

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);

sensitive training (training of interpersonal sensitivity and perception of oneself as a psychophysical unity).

The main methods of active learning can be divided into main areas (S.V. Petrushin) : by the nature of the educational and cognitive activity, by the type of activity of the participants in the search for solutions to problems, by the number of participants.

Based on the nature of educational and cognitive activity, active learning methods are divided into:

imitation methods based on imitation of activity, and non-imitation. 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.

Based on the type of activity of participants in the search for solutions to problems, methods based on: ranking by various signs 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.

Based on the number of participants, they distinguish: individual, group, and collective methods.

There are three main types of active learning methods (Voronova A.A. ).

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: it can be an illustration, a specific case proposed by the leader to demonstrate theoretical material; an exercise where participants must highlight and remember some elements; an assessment in which the proposed problem has already been solved and participants are asked to evaluate it; 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 and ensures the subjective nature of the participants’ communication.

- Game modeling or simulation games are divided into business ones, where a simulation model is predetermined, and organizational ones, 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 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, simulation, role-playing games, psychodrama, social drama, etc.), using all or several essential elements games (game situation, role, active playback, reconstruction of real events, etc.) 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 AMO group assumes a specific organization of interaction between participants in the position of students and has its own specific features. 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.

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: tutorial/ 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.

Part 2.

Application of active learning methods when designing a training session.

2.1. Problem-based learning

Active learning technologies include problem-based learning. It is based on the solution of a problem or task. In a broad sense, a problem is a complex theoretical and practical issue that requires study and resolution; in science - a contradictory situation that appears in the form of opposing positions in the explanation of any phenomena, objects, processes and requires an adequate theory to resolve it.

Problem-based learning is training in solving non-standard problems, during which students acquire new knowledge and acquire skills and abilities of creative activity. The advantages of problem-based learning are, first of all, great opportunities for developing attention, observation, activation of thinking, and activation of students’ cognitive activity; it develops independence, responsibility, criticality and self-criticism, and innovative thinking. In addition, which is very important, problem-based learning ensures the strength of the acquired knowledge, because it is acquired through independent activity, and also, the “effect of unfinished action”, known in psychology, discovered by B.V., works here. Zeigarnik. Its essence is that actions that have been started but not completed are remembered better. In other words, problem-based learning is associated with research and therefore involves a solution to the problem extended over time. The child finds himself in a situation like an actor solving a creative task or problem. He constantly thinks about it and does not leave this state until he solves it. It is due to this incompleteness that strong knowledge, skills and abilities are formed.

The idea of problem-based learning is not new. The Greatest Teachers of the past have always looked for ways to transform the learning process into a joyful process of cognition, development of mental strength and abilities of students.Problem-based learning was based on the ideas of the American psychologist, philosopher and teacher J. Dewey, who in 1894 founded an experimental school in Chicago, in which the basis of learning was not the curriculum, but games and work activities. The methods, techniques, and new teaching principles used in this school were not theoretically substantiated and formulated in the form of a concept, but became widespread in the 20-30s of the twentieth century. In the USSR they were also used and were even considered revolutionary, but in 1932 they were declared project work and banned.

Let us name the main psychological and pedagogical goals problem-based learning:

– development of students’ thinking and abilities, development of creative skills;

– students’ assimilation of knowledge and skills acquired through active search and independent problem solving, as a result of which this knowledge and skills are more durable than in traditional learning;

– nurturing an active creative personality of a student who can see, pose and solve non-standard problems.

An important stage of problem-based learning is the creation of a problem situation, which is a feeling of mental difficulty. The educational problem, which is introduced at the moment a problem situation arises, should be quite difficult, but feasible for students. Its introduction and awareness endsFirst step .

In the book “Problem situations in thinking and learning,” A. M. Matyushkin presents the following six rules for their creation.

To create a problematic situation, students should be given a practical or theoretical task, the implementation of which will require the discovery of new knowledge and the mastery of new skills; here we can talk about a general pattern, a general method of activity, or about the general conditions for the implementation of activity.

The task must correspond to the intellectual capabilities of the student. The degree of difficulty of a problem task depends on the level of novelty of the teaching material and the degree of its generalization.

The problem task is given before the material being learned is explained.

Problematic tasks can be a task to master the material,formulation of the question, practical tasks.

However, one should not confuse problematic tasks and problematic situations. A problematic task can lead to a problematic situation only if the above rules are taken into account.

The same problem situation can be caused by different types of tasks.

The teacher guides a very difficult problem situation by indicating to the student the reasons for not completing the practical task given to him or the impossibility of explaining certain facts to him.

Here are examples of problematic questions for preschool and younger children school age : “If all birds have wings to fly far and high, then why does the chicken also have wings, but it doesn’t fly away?”, “Why is the Earth round, and we walk and don’t fall?”, “If a person has a lot of water, Why doesn’t it gurgle?”

For children of senior school age, the following questions will be problematic: “Can Leo Nikolayevich Tolstoy’s novel “War and Peace” be considered historical?”, “How might India's natural population growth change if its level of economic development rapidly increases?».

Let us give examples of problematic situations created by plot tasks based on “ storylines»:

“Today we will make an extraordinary journey to the country of Soundland. Residents of this friendly country received an encrypted message from an evil wizard and cannot understand what is written in it. And if we don’t help them, he will bewitch all the inhabitants...”

« The King of the Sweet Kingdom decided to cut down some of the chocolate trees growing in front of his palace to make the palace halls brighter. The trees in front of the king's palace are planted in a row, everything grows theren trees, and the distances between neighboring trees are the same. After felling, there should remain in front of the palacemtrees, and the distances between neighboring ones should also be the same. Help the king find out how many ways there are to cut down trees?

On second stage problem resolutionthe student goes through and analyzes the knowledge at his disposal on this issue, finds out that there are not enough of them to answer, and is actively involved in obtaining the missing information.

Third stage aimed at acquisition different ways knowledge necessary to solve the problem. This stage ends with an understanding of how the problem can be solved.

Problem-based learning can be differentlevel of difficulty for the student, depending on what and how many actions to formulate and solve the problem he carries out himself.

There are four levels of learning problems:

The teacher himself poses the problem (task) and solves it himself with active listening and discussion by the students.

The teacher poses a problem, the students independently or under his guidance find a solution. The teacher directs the student to independently search for solutions (partial search method). Here there is a break from the pattern, and space for reflection opens up.

The student poses a problem, the teacher helps to solve it. The student develops the ability to independently formulate a problem.

The student poses the problem himself and solves it himself. The teacher does not even point out the problem: the student must see it on his own, and having seen it, formulate and explore the possibilities and ways of solving it.

As a result, the ability to independently see a problem, independently analyze a problem situation, and independently find the correct answer is developed.

The third and fourth levels are the research method.

If the teacher feels that students are experiencing difficulties when performing a particular task, then he can introduce additional information, thereby reducing the degree of difficulty and transfer students to a lower level of problem-heuristic learning.

In problem-based learning, the teacher is like an experienced conductor organizing this exploratory search. In one case, the teacher can conduct this search himself with the help of students. Having posed the problem, he reveals the way to solve it, argues with the students, makes assumptions, discusses them with the students, refutes objections, proves the truth. In other words, the teacher shows students the way scientific thinking, forces students to follow the dialectical movement of thought towards truth, makes them, as it were, accomplices of scientific research.

In another case, the teacher’s role may be minimal - he provides schoolchildren with the opportunity to completely independently look for ways to solve problems. But even here the teacher does not take a passive position, but, if necessary, quietly guides the students’ thoughts in order to avoid fruitless attempts and unnecessary loss of time. That is why the teaching method associated with the independent search and discovery of certain truths by schoolchildren is called problem-heuristic, or research, method.

Let's define the conditions successful problem-based learning :

– providing sufficient motivation that can arouse interest in the content of the problem;

– ensuring the feasibility of working with problems that arise at each stage (rational relationship between the known and the unknown);

– the significance of the information obtained when solving the problem;

– the need for dialogical, friendly communication between teacher and student, when all thoughts and hypotheses expressed by students are treated with attention and encouragement.

Forms problem-based learning:

- problematic presentationeducational material in a monologue lecture mode or a dialogical seminar mode;

Problematic presentation of educational material at a lecture, when the teacher poses problematic issues, constructs problematic problems and solves them himself, and students only mentally become involved in the process of finding a solution;

- partial search activitywhen performing an experiment in laboratory work; during problem seminars, heuristic conversations. The teacher's questions should provoke students' intellectual challenges and focused thought flow;

- independent research activity, when students independently formulate a problem and solve it with subsequent supervision of the teacher.

The principle of problematic learning content can be implemented inform of educational business games.

Of course, the problem-based method cannot be turned into a universal teaching method. “...For some students who do not yet have the skills of independent thinking, it is somewhat difficult. And it requires more time than traditional informational presentation. But the latter circumstance should not be exaggerated. The loss of time in the first stages of introducing a problematic method is compensated later, when the student’s independent thinking develops sufficiently.” (V. A. Krutetsky)

The advantages of problem-based learning are obvious. First of all, these are great opportunities for developing attention, observation, activating thinking, and intensifying the cognitive activity of students; it develops independence, responsibility, criticality and self-criticism, initiative, innovative thinking, caution and determination, etc. In addition, which is very important, problem-based learning ensures the strength of the acquired knowledge, because it is acquired through independent activity.

Problem-based learning has a number of advantages over traditional learning, since:

Teaches you to think logically, scientifically, dialectically, creatively;

Makes educational material more evidence-based, thereby facilitating the transformation of knowledge into beliefs;

As a rule, it evokes deep intellectual feelings more emotionally, including a feeling of joyful satisfaction, a sense of confidence in one’s capabilities and strengths, therefore it captivates schoolchildren and forms students’ serious interest in scientific knowledge;

It has been established that independently “discovered” truths and patterns are not so easily forgotten, and in case of forgetting, independently acquired knowledge can be restored more quickly.

Disadvantages of problem-based learning : poor controllability of students’ cognitive activity; a lot of time is spent on achieving the planned goals.

Literature

Antsiferova L, I. The principle of connection between consciousness and activity and method logy psychology // Methodological and theoretical problems of psychology chology. - M., 1969.

Arginskaya I.I., Dmitrieva I.Ya., Polyakova A.V., Romanovskaya Z.I. And etc. We teach according to the system of L.V. Zankov. - M., 1991.

Bruner J. Psychology of cognition. - M., 1977.

Brushlinsky A.V. Psychology of thinking and problem-based learning. - M., 1983.

Age-related opportunities for acquiring knowledge / Ed. D. B. Elkonina, V. V. Davydova. - M., 1966.

2.2. Project and educational and research activities of students

One of the fundamental characteristics modern man, is his ability to carry out project activities.Project activities belongs to the category of innovative, since it involves the transformation of reality, is built on the basis of appropriate technology, which can be unified, mastered and improved.

The purpose of the project activity is understanding and application by students of knowledge, skills and abilities acquired in the study of various subjects (on an integration basis).

The objectives of the project activities are:

Planning training (the student must be able to clearly define the goal, describe the main steps to achieve the goal, concentrate on achieving the goal throughout the entire work);

Formation of skills in collecting and processing information and materials (the student must be able to select appropriate information and use it correctly);

Ability to analyze (creativity and critical thinking);

Ability to prepare a written report (the student must be able to draw up a work plan, clearly present information, draw up footnotes, and have an understanding of bibliography);

Form a positive attitude towards work (the student must show initiative, enthusiasm, try to complete the work on time in accordance with the established work plan and schedule).

The successful use of project activities is conditioned by compliance with the basic principles of its organization, namely:

The project must be feasible to complete;

The necessary conditions must be created for the successful implementation of projects;

Preparing students to carry out projects (carrying out special orientation so that students have time to choose a project topic; at this stage, students with experience in project activities can be involved);

Project management by teachers - discussion of the chosen topic, work plan (including execution time) and keeping a diary in which the student makes appropriate entries of his thoughts, ideas, feelings - reflection. The diary should help the student when writing a report if the project does not represent written work. The student uses the diary during interviews with the project manager;

When working on a group project, each student must clearly demonstrate their contribution to the project. Each project participant receives an individual assessment;

Mandatory presentation of the results of the project in one form or another.

Important factors of project activity are:

Increasing student motivation when solving assigned tasks;

Development creativity;

Shifting the emphasis from an instrumental approach in solving problems to a technological one;

Formation of a sense of responsibility;

Creating the conditions for a collaborative relationship between teacher and student.

Educational project – this is a form of organizing classes that provides for the comprehensive nature of the activities of all its participants to obtain educational products over a certain period of time - from one lesson to several months.

An educational project has a structural basis, which is reflected in its position or program:

Project name;

Quote, slogan or other form of project presentation;

general characteristics project;

Project idea;

Goals and objectives of the project;

Project participants;

Conditions for registration in the project;

Project implementation timeframe;

Stages of the project;

Conditions for participation in the project (organizational, technical, others);

Features of the project, types of activities of participants;

Forms of interaction between the project organizers and its participants and other entities;

Criteria for evaluating the work of individual participants in the entire project;

Diagnostic and Evaluation Group;

Project results, their evaluation.

Possible continuation and development of the project;

Work on the project includes four stages:

Stage 1. Planning.

Planning work on a project begins with its collective discussion. This is, first of all, an exchange of opinions and agreement on the interests of students; putting forward primary ideas based on existing knowledge and resolving controversial issues. Then the project topics proposed by the students are brought up for discussion. After agreement, each project participant selects a subtopic for future research. In this way, groups are formed working on one subtopic. The teacher’s task at this stage is to ensure that each group created includes students with different levels of knowledge, creative potential, different inclinations and interests.The teacher should structure the work so that everyone can express themselves and win the recognition of others.

Stage 2 analytical.

This stage of independent research, obtaining and analyzing information, during which each student:

Clarifies and formulates his own task, based on the goal of the project as a whole and the task of his group in particular;

Searches and collects information, taking into account:own experience,the result of the exchange of information with other students, teachers, parents, consultants, etc., information obtained from specialized literature, the Internet, etc., analyzes and interprets the data received.

Stage 3 of information synthesis.

At this stage, the received information is structured and the acquired knowledge, skills and abilities are integrated.

Students systematize the data received; combine the information received by each group into a single whole; build a general logical diagram of conclusions to summarize. (This could be: abstracts, reports, holding conferences, showing videos, performances; publishing wall newspapers, school magazines, Internet presentation, etc.).

The teacher needs to ensure that students exchange knowledge and skills acquired in the process of various types of work with information (questioning and processing of acquired knowledge, conducting a sociological survey, interviewing, experimental work, etc.).

Stage 4 of presenting the results of work on the project (presentation).

At this stage, students comprehend the data received and ways to achieve the result; discuss and prepare a final presentation of the results of the project (in school, district, city, etc.). Students present not only the results and conclusions obtained, but also describe the methods by which the information was obtained and analyzed; demonstrates acquired knowledge and skills; talk about the problems they encountered while working on the project. Any form of presentation is also an educational process during which students acquire skills in presenting the results of their activities.

The teacher’s task is to explain to students the basic rules for conducting discussions and business communication; teach them to react constructively to criticism of their judgments; recognize the right to the existence of different points of view in solving one problem. When working on a project, the teacher should not forget that the main criteria for success are joy and a sense of satisfaction for all its participants from the awareness of their own achievements and acquired skills.

Here are some examples of student projects.

Practice-oriented project “Territory of Creativity”.

Project goal: to create on the territory educational institution, a place where guys could relax with friends.

Design stages:

Study the types of flower beds, the basics of building alpine slides;

Familiarize yourself with the techniques of growing flowers;

Draw sketches of flower beds and territory design;

Perform work on the design of the territory of the institution.

Result: the territory of an educational institution, decorated with flower beds and alpine slides.

Group creative project “Our Songs”.

The goal of the project: to introduce school students to the authors of their region.

At the preparatory stage, the guys created an organizing committee, came up with a name for the program, distributed responsibilities and drew up an activity plan.

At the analytical stage, the guys met the authors of their region, studied their work, prepared songs, presentations and information booklets.

At the generalization stage, a script was written, a concert program was built, posters were made, and the design for the stage was thought out.

The result of the creative project was a concert program, where students presented their creativity and introduced their classmates, teachers and parents to the work of their fellow countrymen.

Educational and research activities of students.

Active teaching methods also include educational and research activities of students.

Educational and research activity is a doerness, main goal which is educational reAs a result, it is aimed at teaching students, developing theirresearch type of thinking.

The main thing here is not mastering new, hitherto unknown facts,and teaching the algorithm for conducting research, skills that can bethen used in research of any complexity and topic. Certainly,at the same time, no one will deny the value of students receiving newknowledge in the chosen thematic area, especially if the work is carried outunder the guidance of an experienced, competent specialist. However, the basicsWhat remains important is the completion of the learning task.

Work on research activities can be carried out individually (with successful, gifted children), but can be local and frontal in nature.

Research can be organized in different ways.

Until recently, it was predominantly extracurricular and was carried out in extracurricular classes at school, as well as in additional education institutions. However, in a modern school, the possibilities for organizing educational and research work are much wider than before; this is due to the specialized education program in high school, as well as in connection with the introduction of the Federal State Educational Standard. Usage modern technologies(project method, problem-based learning) provide ample opportunities to apply research in the classroom.

Preparation for the event scientific research traditionally involves several stages.

Stages of work

Stages of work

UIR goals and objectives

Preliminary

Diagnostics of knowledge, skills and abilities; orientation in the sphere of personal interests of the student.

Written and oral assignments, questions that help identify the level of knowledge and skills, abilities and interests of the participants of the research project.

Selecting a Research Problem

Preliminary orientation in choosing a research problem.

Discussion of possible research topics (topics are suggested by the teacher, taking into account both the personal qualities of the students and the topics of the students’ upcoming conferences).

Studying scientific literature

Acquiring practical skills in working with reference and scientific literature.

Compiling a bibliography on the topic; different types of reading, highlighting main idea, note-taking; discussion of the scientific works read.

Formulating the object and subject of research, topics, hypotheses, defining goals, objectives, methods

Formation of research skills (formulation of the object and subject of research, topics, hypotheses, setting goals and objectives of research, determining methods depending on the object of research).

Consulting on the formulation of the object and subject of research, topics, hypotheses, understanding of the goals and objectives of the work, and on research methods.

Collection of material

Training in collecting material or setting up an experiment.

Planning and conducting the experiment, collecting material.

Processing of the received material

Training in statistical processing of the received material and presentation of results in the form of tables, diagrams, etc.

Processing of the received material.

Formulation of conclusions

Developing the ability to formulate conclusions.

Systematization and generalization of work results.

Creation of UIR text

Practical mastery of scientific style.

Writing a research paper.

Training in editing scientific text; skills of “collapsing” and “expanding” text.

Editing and designing the work, drawing up a thesis plan.

Presentation of work results

Mastering oral public speaking skills.

Presentation of the work at a scientific and practical conference for schoolchildren.

Performance evaluation

Reflections on the product and result of research and development work.

Analysis of the work done, discussion long-term plans

Moving from stage to stage, the student learns:

see the problem;

to ask questions;

put forward hypotheses;

plan and implement hypothesis testing;

analyze the research results;

give definitions to concepts;

present the results obtained in the form of tables, charts and graphs;

keep a journal of laboratory research, compare and describe the results of experiments performed under different conditions;

classify;

observe phenomena and facts;

design and conduct an experiment;

draw conclusions and conclusions;

structure the material;

prove and defend your ideas;

work with primary sources and additional literature.

Methodmaintains and develops interest in educational activities. Successful teacher leadershipeducational and research activitiesgives the student the opportunity to acquire the necessary tools and quality research skills.

In progress educational and research activitiesMaximum independence is manifested, and the student’s activity moves from reproduction to creativity. This type of activity is one of the prerequisites for successful mastery of the content academic disciplines. AtThe reason for this lies in the fact that ineducational and research activitiesknowledge is assimilated in its essential connections and relationships with other elements of knowledge ny.

Let us give an example of educational and research work of students“To learn or not to learn English?”

Purpose of the study:

Summarize material about meaning in English in the life of a modern person, in order to increase the interest of schoolchildren in learning English, to awaken their desire to communicate in English.

Research objectives:

Conduct a sociological survey among students of different classes;

Find and summarize material about the relevance of the English language and the prospects for its study;

Conduct the necessary research on the impact of English language proficiency on a person’s personal and career growth;

Justify the importance of learning English.

Hypothesis:

1. Not all children know about the importance of the English language in modern society;

2. Students do not fully imagine the possibilities of using English in their lives and therefore do not see the prospects of studying it;

3. English is important in the life of a modern person.

Object of study: English language;

Subject of study: the role of English in the modern world

Research methods:

Research, partial search, practical, survey, analysis and synthesis;

Study plan:

Stage 1: Conducting a survey of students of different classes in order to study their attitude to the English language from the point of view of necessity for their future;

Stage 2: Studying data on the importance of the English language in the life of modern society;

Stage 3: - Summarizing materials about the influence of the English language on the lives and potential capabilities of people in the field of their professional and personal development; presentation of the results obtained.

Here is an example of another research work "The story of one song."

Purpose of the study: trace the history of the song“There is a road along the Chuysky tract”.

Tasks:

Study the history of the song.

Trace the popularity of the song from the time it was written to the present day.

Consider different versions of the song.

Reveal the life of a song in different forms of art.

Object of study: original song.

Item: song by M. P. Mikheev “There is a road along the Chuysky tract.”

At the beginning of the study, the following were put forward:hypotheses:

- the content of the song “There is a road along the Chuysky tract” reflects the real history of specific residents of the Altai region;

The song was popular among residents of the Altai region;

The song has a special destiny.

Research methods:

research;

partially – search;

practical;

analysis and synthesis.

The study can be dividedin 3 stages.

On preparatory stage, we identified the problem, put forward hypotheses and compiled a categorical apparatus.

Second stage o main: With collection of information, discussions, conversations with the teacher.

On final stage, summarized the information, made conclusions about the study and presented the results of our research.

The study allowed us to draw the following conclusions:

materials studiednot confirmed first hypothesis : the plot of the song was a beautiful legend, and not a real story, but the prototypes of the heroes were real people - residents of Biysk.

Also, based on the analysis of the materials studied, weconfirmed second hypothesis : the song was popular, but not only among residents of the Altai region, but also among singer-songwriters throughout the country;

The third hypothesis turned out to be also true : the song “There is a road along the Chuysky tract” has a special, interesting fate, which is reflected in various types art.

Studying history and getting to know the culture of their native land allowed students to feel involved in the ongoing processes and realize their importance in identifying and preserving cultural heritage the edges.

Literature

1. Competencies in education: design experience: collection. scientific tr. /ed. A. V. Khutorskoy. - M.: Research and Development Enterprise "INEK", 2007. - 327 p.

2. Collection of programs. Research and project activities. Social activities. Professional guidance. Healthy and safe lifestyle. Basic school / [S. V. Tretyakov, A. V. Ivanov, S. N. Chistyakova and others; auto-comp. S.V. Tretyakov]. - M.: Education, 2013. - 96 p. - (We work according to new standards).

3. Formation of universal educational activities in primary school: from action to thought. System of tasks: manual for teachers / [A. G. Asmolov, G. V. Burmenskaya, I. A. Volodarskaya and others]; edited by A. G. Asmolova. - 2nd ed. - M.: Education, 2011. - 159 p.

2.3. Gaming technologies: intelligence card method , business game, role-playing game, simulation games

Play is one of the most wonderful phenomena of life, an activity that seems useless and at the same time necessary. The phenomenon of the game is that, being entertainment and relaxation, it can develop into a game-creativity, into a game-learning, into a game-therapy, into a game-model of the type of human relationships and manifestations in work.

Play is the most accessible type of activity for children, a way of processing impressions received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication. In the game, the child gains experience in voluntary behavior and learns to control himself by following the rules.

Since play occupies a huge place in development, it has long been used as a pedagogical tool.

Game technology compares favorably with other teaching methods in that it allows the student to be personally involved in the functioning of the phenomenon being studied and gives the opportunity to live for some time in “real” life conditions.

The concept " » includes a fairly extensive group of methods and organizations pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly formulated learning goal and a corresponding pedagogical result, which are characterized by an educational and cognitive orientation.

The place and role of game methods in the educational process largely depend on the teacher’s understanding of the functions of pedagogical games.

The same game can appear in several functions:

Educational function. The game has great educational value, it is closely related to learning in the classroom and observations of everyday life. It promotes the development of general educational skills and abilities, such as memory, attention, and perception of information of various modalities. Often a game serves as an occasion for imparting new knowledge and broadening one’s horizons.

The function of self-expression and self-realization of a person. The game develops the imagination, as it is necessary to create new worlds, myths, situations, game rules, and activates the student’s mental activity. In a game situation, the student has the opportunity for self-realization and manifestation of creative abilities, to satisfy personal aspirations that are not feasible (or difficult to achieve) in real life.

Communication function. Play is an activity in which children interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Games provide an opportunity to simulate different communication situations and look for a way out of conflicts without resorting to aggressiveness. Playful activities allow the teacher to establish a trusting relationship with the child, establish community contact and cooperation.

Diagnostic function. Diagnostics - the ability to recognize, the process of making a diagnosis. The game is predictive: it is more diagnostic than any other human activity, firstly, because the person behaves in the game at the maximum of manifestations (intelligence, creativity); secondly, the game itself is a special “field of self-expression.” Since in the game the child strives to play the desired role, the teacher can determine the needs and interests of the student. With the help of the game, we can carry out assessment activities, since the game is always a test for the teacher, allowing development, diagnosis and evaluation at the same time.

Relaxation function. The game removes the harsh tension in which the child lives in his real life, and replaces it with a voluntary and joyful mobilization of spiritual and physical strength. It is appropriate in many cases:if the children are tired and need to rest, if they are naughty and need to be calmed down. A game lesson significantly increases children's activity and reduces their fatigue.

Correction function. Psychological correction in the game occurs naturally if all students have mastered the rules and plot of the game, if each participant in the game knows well not only his role, but also the roles of his partners, if the process and goal of the game unite them. Corrective games can help students with deviant behavior, help them cope with experiences that interfere with their normal well-being and communication with peers in the group.

The game develops the ability to navigate real life situations by playing them repeatedly and as if in make-believe in its own fictional world.Playful experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills.

Entertaining and motivating game functions. Entertainment is an attraction to variety. The entertainment function of the game is associated with the creation of a certain comfort in a favorable atmosphere, spiritual joy as protective mechanisms, i.e., stabilization of the individual, the realization of the levels of his aspirations. The game has magic that can feed fantasy and lead to entertainment. Playing without having fun is impossible. She is always joyful for those who play. If in the game there are negative emotions, then it stops, falls apart. Transforming a lesson from a boring event into an exciting adventure increases the interest of schoolchildren in studying a certain subject, creates positive motivation and incentive for the student to learn. If a child does not want to do any work, if he is not interested in learning, then the game can come to the rescue, because it is a powerful stimulant.

Let's demonstrate the versatility of the well-known game "Puzzles". You can make it yourself or together with your children for absolutely any topic or educational section. When students are not yet familiar with the topic, they can use the matching method to combine halves (doing it for a while or competing with each other) and get acquainted with new material, thus the game fulfillsteaching function . At the next stage, the teacher (or the child acting as a leader) gives the children only one half of the puzzle, for example, with the name of the terms, and he reads out the definition - the students check their cards and the one who believes that he has the correct answer names it. The teacher gives the half and the correctness of the answer is immediately assessed: if the halves match, then the answer is correct, if not, we wait for other answers from the participants. In this case the game doesdiagnostic function , allowing the teacher to assess the degree to which students have mastered the studied material.

There are many educational games. Each game has its own goals and objectives. Some are aimed at children’s recreation, others at consolidating acquired knowledge, and the third at testing ingenuity and the will to win. Some games help children relax and feel important in the team.

When organizing games in the classroom, the teacher must take into accountqualitative characteristics of gaming activity :

free developmental activities, undertaken only at the request of students, allow them to enjoy the game process itself;

active, creative nature of the activity, largely improvised, aimed at independent search interesting facts, obtaining additional information;

emotional activity, rivalry, competition, competition, the desire to improve results, the desire to win exclude such a concept as “defeat”, because everyone wins;

the presence of rules reflecting the content of the game, the logical sequence of its development.

Any means, even the most perfect, can be used for good and for harm. Knowledge and ability to use the product appropriately are required for its use to be effective. In the same way, using a game in a lesson requires compliance with certainrules :

free and voluntary inclusion of children in the game: not imposing the game, but involving children in it;

in the game, students must be guided by socially accepted moral standards based on humanism and universal human values;

Children should not be involved in overly gambling games, in games that contain in their rules actions that violate generally accepted moral norms;

the game should not humiliate the dignity of its participants, including the losers;

the game should have a positive impact on the development of the emotional-volitional, intellectual and rational-physical spheres of its participants;

students must understand well the meaning and content of the game, its rules, the idea of each game role;

games should not be overly (overtly) educational and overly didactic: their content should not be intrusively didactic and should not contain too much information (dates, names, rules, formulas);

the teacher must organize and direct the game, restrain if necessary, but not suppress, and try to provide each participant with opportunities to show initiative;

The game should end before it gets boring.

Let's look at the most popular gaming technologies.

"Business game" is used to solve complex problems of learning new things, consolidating material, developing creative abilities, developing general educational skills, and allows students to understand and study educational material from different positions. Business games are divided into production games, organizational and activity games, problem games, educational games and complex games.

The difference between educational business games is as follows:

The most striking example is the business game “Tower”. Team interaction skills are trained here.

Description. Participants are divided into groups of 5-8 people, each group receives a certain number of parts for the designer.

The coach explains to the participants that each team must build a tower, but they cannot talk while working. Each participant receives additional instructions on cards that cannot be shown to others.

At the end of the game there is a discussion.

Did any conflicts occur during your collaboration? How were they resolved?

How quickly did team members realize that in order to collaborate effectively, it was necessary to understand everyone's goals?

How is it possible to integrate the interests of everyone in the real activities of a team?

Necessary materials:Parts for a children's construction set, cards with instructions for the number of participants (the same instructions can be used for more than one card). Instructions to write on the cards:

The tower should be 10 levels high.

The tower must be at least 8 levels high.

The tower should be no more than 15 levels.

Only white, red and yellow “bricks” can be used in construction.

The tower must be built only from white and yellow “bricks”.

Each level must be the same color.

The sixth level of the tower should be yellow.

It is you who must build the tower. If other members of your team take on the “bricks,” stop them and insist that you build the tower yourself.

Time: 30 minutes.

Group size: 12-30 people.

"Role-playing game" - an artistic and figurative reflection of real interactions in a certain field of activity. Participants are given roles (characters and personal characteristics) and certain situations. Unlike business, role-playing game is characterized by a more limited set of structural components. Role-playing games can be divided into 3 groups as their complexity increases:

Let's name the forms of conducting role-playing games: travel; discussions based on the distribution of roles, press conferences, lessons - courts, etc.

Let's consider the "Mind Maps" method

Mind maps “represent an external “photograph” of the complex relationships of our thoughts at a specific moment in time.” It reflects the connections (semantic, associative, cause-and-effect, and others) between the concepts, parts that make up the problem or subject area that we are considering.

The purposes of creating maps can be very different: memorizing complex material, transmitting information, clarifying a question for yourself. They can be used in a wide variety of situations: in professional activities, in training, for individual planning, etc.

Let's define the rules for drawing up a mind map.

Only colored pencils, markers, etc. are used to create maps.

The main idea, problem or word is located in the center.

To depict the central idea, you can use drawings and pictures. Each main branch has its own color.

The main branches are connected to the central idea, and the branches of the second, third, etc. order are connected to the main branches.

The branches should be curved, not straight (like tree branches).

Only one keyword is written above each line-branch.

For better memorization and assimilation, it is advisable to use drawings, pictures, associations about each word.

Overgrown branches can be enclosed in contours so that they do not mix with neighboring branches.

Mind maps are a tool that allows you to effectively structure and process information; think using all your creative and intellectual potential.

Mind maps have the following distinctive properties:

Visibility. The whole problem, with its many sides, can be seen at a glance.

Attractiveness. A good mind map has its own aesthetics; looking at it is not only interesting, but also pleasant.

Memorability. Thanks to the work of both hemispheres of the brain, the use of images and colors, the mind map is easy to remember.

Timeliness. A mind map helps you identify information gaps and understand what information is missing.

Creation. A mind map stimulates creativity and helps find innovative ways to solve a problem.

Possibility of revision. Reviewing mind maps after a while helps you grasp the big picture, remember it, and see new ideas.

In today's world with a large flow of information, the use of mind maps in teaching schoolchildren can give enormous positive results, as children learn to select, structure and remember key information, as well as reproduce it in the future. Mind maps help develop creative and critical thinking, memory and attention of schoolchildren, as well as make the learning and learning processes more interesting, entertaining and fruitful.

Gaming technologies form communicative universal educational actions: the ability to hear, listen, understand a partner, carry out coordinated joint activities, distribute roles, mutually control each other’s actions, be able to agree, correctly express one’s thoughts; cognitive universal educational activities: compare, look for clever solutions, find patterns; personal universal educational actions: fantasize, show interest in the world around you, in yourself, focus on moral standards; regulatory universal educational actions: plan, evaluate the correctness of actions). The game encourages students to engage in learning activities. Its structure includes goal setting, planning, goal implementation, and analysis of results.

The use of gaming technologies in education makes the learning process more accessible and exciting, and the acquisition of knowledge is more qualitative and durable.

Literature

Baranov S.P., Bolotina L.R., Slastenin V.A. "Pedagogy"

M. “Enlightenment” 1987 (p. 48).

"The road to agreement." Public organization "Petersburg New Education". Higher Pedagogical School (College) No. 2

Kodzhaspirova G.M., Kodzhaspirov A.Yu. Psychological Dictionary, M. 2005.

Lopatina A., Skrebtsova M. " Good math» 2004.

Makarevich M.A. Moral self-improvement of the individual. M., 1989.

Mikhailova Z.A. Nosova E.A. “Theories and technologies of mathematical development” 2008.

Psychological and pedagogical dictionary / Comp. Rapatsevich E. S. –Minsk: “Modern Word”, 2006.

Gazman O.S. Kharitonova N.E. “To school with a game” M., 1991

Anikeeva N.P. “Education through play” M. 1991

Minich O.A. Khatkevich O.A. “Pedagogical games” M. 2005

Elkonin D.B. “Psychology of Game” M.1999

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 is that teaching methods are explored, because they are the basis pedagogical activity teachers. 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 creative work and relationships 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 material and technical equipment educational institution are a set of objects that include educational information or perform training functions and are intended to develop children’s knowledge, skills and abilities, 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 the teachers-parents 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 great 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 the educational process and creating, through 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, cognitive and gaming activities, the method of organizing gaming interaction, the location of 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, message 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 other game forms, instead, creative (or problematic) tasks, situational tasks, problematic questions can be used. 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 only didactic purposes game elements such as immersion, reflection and an assessment system serve. 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 on the application of formed actions (exteriorization) to internal (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 the 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 mean 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 skill, and on the other hand - independent search for solutions for new conditions, which ensures high degree generalizations of the activities 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 the tasks of developing a person’s creative abilities. 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 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) the state of critical analysis of 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. A distinctive feature of 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 (work 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 to transfer him from a certain level of 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 forms active work: 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 an additional analysis of the student’s position in the educational process, the relationship between individual and collective learning, the connection and relationship between learning processes and development processes, and 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), which ensures knowledge of the world, and the assimilation of methods of activity (according to G. P. Shchedrovitsky), which ensures 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 teaching methods correspond to certain groups of 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 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, and 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 own position with others, ways of making collective decisions, 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. Formation of special competence teaching staff based on their mastery of the practical (performing) and analytical levels of activity and the corresponding groups of methods. Professional development and the development of the teacher provide for his 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 pedagogical management, creating conditions for the educational activities of students, - determination of the methods that make up the actions of educational activities, - determination of methods of joint activity, ensuring the 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 of 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.

Extreme situation- 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 Negative consequences, but does not eliminate the causes of the situation. The case study method has about 30 modifications. The “Situation-Illustration” method. On specific example 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 are demonstrated.

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 setting straight lines 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 of conflict situations in which they sometimes find themselves, both among themselves and with 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; general group discussion, development of a joint decision using the “turntable 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 create a strong interest in the section being studied. training course. 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 of 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. For listeners, periodic round table meetings with specialists - scientists, economists, artists, representatives of public organizations, educational and cultural institutions, government agencies etc. Before each such meeting, the teacher invites students to 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 nature 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.

4. Druzhkova, A.V. Methods of teaching social studies in high school/ A.V. Druzhkova. – M.: Education, 1985.-207 p.

5. Methodological manual for the course of fundamentals of political knowledge. For beginners political schools party education systems. – M.: Politizdat, 1973.-160 p.

6. Lazebnikova, A.Yu. Social studies lessons: 11th grade. Methodical manual for the course “Man and Society” / A.Yu. Lazebnikova. – 3rd edition – M.: Bustard, 2002.-288 p.

7. Nikiforov, D.N. Visualization in teaching history and social studies: a manual for teachers / D.N. Nikiforov. – 2nd edition – M.: Education, 1978.-318 p.

8. Vlasina, A.L. Basics of teaching methods social sciences in higher school / A.L. Vlasina. - M.: publishing house. Moscow Univ., 1971.-388p.

9. Poltorak, D.I. Technical means in teaching history and social studies: a manual for teachers / D.I. Poltorak. – M.: 1976.-176 p.

10. Gin, A.A. Techniques of pedagogical technology: freedom of choice. Openness. Activity. Feedback. Ideality: a manual for teachers / A.A. Gin. – Gomel: IPP “Sozh”, 1999.-88 p.

Active learning methods or active learning methods
The active method is a form of interaction between students and teachers, 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 of the lesson was the teacher, then here the teacher and students are on equal terms. If passive methods presupposed an authoritarian style of interaction, then active ones presuppose a more democratic style. Many teachers 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 teaching methods 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, solving problem problems, learning using an algorithm, brainstorming, logical operations with concepts, and others.
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.
Active learning methods are divided into two large groups: group and individual. Group ones are applicable simultaneously to a certain number of participants (group), individual ones - to a specific person who carries out his general, special, professional or other training outside of direct contact with other students.
Various authors classify active learning methods (AML) on different grounds, identifying different numbers of AML groups.
Yu.N. Emelyanov proposes to conditionally combine active group methods into three main blocks: a) discussion methods (group discussion, analysis of incidents 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); 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 (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.
Based on the type of activity of the participants in the search 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, and 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.
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 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 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.
Gaming methods (business games, role-playing games, 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 gaining new experience that is inaccessible to a person for certain reasons. other reasons.
Rating methods (efficiency ratings, popularity ratings), which activate students’ activities due to the effect of competition,
Training methods (behavioral and personality-oriented trainings) aimed at providing a stimulating, corrective, developmental impact on the personality and behavior of participants.
Now let's characterize the main active learning methods.
Problem-based learning is a form in which the process of student cognition approaches search and research activities. 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, comprehend theoretical features separate science. They solve the problem posed in the lesson, choosing the optimal means to achieve the result.
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 for “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.
Analysis of specific situations is 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 is a game method of active learning, characterized by the following main features:
the presence of a task and problem and the distribution of roles between 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;
introduction by the teacher of corrective conditions during the lesson. 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.;
assessment of the results of the discussion and summing up by the teacher.
The role-playing method is most effective when solving such individual, rather complex managerial and economic tasks, 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.
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.
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 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 should organize such preparatory work which will ensure that every student actively participates 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” 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. Characteristic feature A round table is a combination of a thematic discussion and a 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 the Latin discussio - research, consideration) is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, in a 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.
Brainstorming (brain attack) 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 or non-standard 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 activity of students; developing 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 learning task. A business game is a method of simulating situations that simulate professional or other activities through a game, according to given rules. Quite often I use business games in court lessons, performance lessons, conference lessons, entrepreneurship lessons, etc. Children act as judges, lawyers, prosecutors, scientists, managers, economists, bankers, etc. 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 example, based on modern market conditions of life, in classes on the basics of economic knowledge, you can conduct a business game “Business” or “Bank”, “Marketing”, in which, in the process of playing situations of the work of a bank, the activities of a manager, banking, the complex for memorizing the terminology, what it means, the very nature of the bank’s activities, its 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. It all depends on what goal the teacher sets for himself and the class in the business game. Such organizational and business games require very serious special training from teachers and students.
With the advent of active learning technology, theatrical performances, long known to teachers, have become one of the options for business games and are widely used in lessons and activities. Dramatizing and role-playing the content of educational material in the classroom has become very interesting for both students and teachers. Roles can be assigned not only to living characters, but also to any inanimate objects and phenomena, phenomena from any field of knowledge. For example, historical figures, outstanding scientists, rulers, scientists and cultural figures, etc. Theatrical performances - theatrical performances of various genres based on educational material during extracurricular hours with a large number of participants, long in time, with scenery and other attributes require careful methodological preparation and development of a script. They involve all students in the class or all parallel classes, older schoolchildren and younger students. And sometimes we involve both parents and teachers. So, medical workers, parents, and teachers were invited to the lesson-trial of Drug Addiction, who acted as witnesses in the lesson. Also in the lesson, generalizations on the topic “The Wheel of History”, “Helicopter”, “I Know Everything” were actively used in the lesson of staging historical plots, etc. Students guessed historical events, phenomena and dates. This made the lesson bright, lively, rich and interesting.
When studying the topic “Foundation of German colony-settlements in the Volga region”, theatrical performances and dramatizations on the theme “Manifesto of Catherine the Great”, “Volga Germans”, “German colonists” were used; the roles of Catherine the Second and Count Orlov were performed by students. Under the guidance of the teacher, they prepared costumes, props, and learned roles that contained a reflection of the historical era - the era of the settlement of the Volga region by Germans, the publication of the Manifesto of Catherine the Great, allowing the Germans to resettle.
Thus, active learning methods contribute to the rational activity of the student, they are productive, creative, exploratory in nature, and also have an effective result. Their use in lessons gives students the opportunity to build their own activities, which determines the high level of their intellectual and personal activity, involvement in the process of educational cognition, that is, AMO.
A necessary condition for the development of productive activity of students is the personal knowledge that students acquire in previous classes, in the process of independent work and active learning methods.
ACTIVE TRAINING METHODS – stimulate the cognitive activity of students, increase the efficiency and quality of assimilation of program material.
links:
http://unecon.ru/sites/default/files/aktivnye_metody_obucheniya.pdf
http://www.studfiles.ru/preview/3963431/
http://works.doklad.ru/view/YP1YUjz_1x4/all.html

In the specialized literature there are different interpretations of the terms “teaching method” and “teaching technique”. In essence, it is a way of interaction between a teacher and students, through which knowledge, skills and abilities are transferred.

The difference is that the technique is a short-term method that involves working with one specific ZUN. And the method is a long process, consisting of several stages and including many techniques.

Thus, the teaching method is only an integral part of this or that method.

Classification of teaching methods

Methods are classified according to different criteria:

by the nature of educational activities: reproductive, problem-based, research, search, explanatory and illustrative, heuristic, etc.;
according to the degree of activity of the teacher and students: active and passive;
by source of educational material: verbal, practical;
by the way of organizing educational and cognitive activities: methods of forming knowledge in practice, methods of obtaining new knowledge, methods of testing and evaluation.

Active learning methods: definition, classification, features
What are active learning methods?

Active teaching methods are based on the “teacher = student” interaction scheme. From the name it is clear that these are methods that require equal participation of the teacher and students in the educational process. That is, children act as equal participants and creators of the lesson.

The idea of active learning methods in pedagogy is not new. The founders of the method are considered to be such famous teachers as J. Comenius, I. Pestalozzi, A. Disterweg, G. Hegel, J. Rousseau, D. Dewey. Although the idea that successful learning is built, first of all, on self-knowledge, is found among ancient philosophers.

Signs of active learning methods

activation of thinking, and the student is forced to be active;
long time activity - the student works not sporadically, but throughout the entire educational process;
independence in developing and searching for solutions to assigned tasks;
motivation to learn.

Classification of active learning methods

The most general classification divides active methods into two large groups: individual and group. More detailed includes the following groups:

Discussion.
Gaming.
Training.
Rating.

Active learning methods and techniques

During the learning process, the teacher can choose either one active method or use a combination of several. But success depends on the consistency and relationship between the chosen methods and the assigned tasks.

Let's look at the most common active learning methods:

Presentations- the simplest and most accessible method for use in lessons. This is a demonstration of slides prepared by the students themselves on the topic.
Case technologies- have been used in pedagogy since the last century. It is based on the analysis of simulated or real situations and the search for solutions. Moreover, there are two approaches to creating cases. The American school offers a search for one and only correct solution to a given problem. The European school, on the contrary, welcomes the versatility of decisions and their rationale.
Problem lecture— unlike the traditional one, the transfer of knowledge during a problem-based lecture does not occur in a passive form. That is, the teacher does not present ready-made statements, but only poses questions and identifies the problem. The students themselves come up with the rules. This method is quite complex and requires students to have some experience in logical reasoning.
Didactic games— unlike business games, didactic games are strictly regulated and do not involve the development of a logical chain to solve a problem. Game methods can also be classified as interactive teaching methods. It all depends on the choice of game. Thus, popular travel games, performances, quizzes, and KVN are techniques from the arsenal of interactive methods, since they involve students interacting with each other.
Basket method- based on simulating a situation. For example, a student must act as a guide and give a tour of a historical museum. At the same time, his task is to collect and convey information about each exhibit.

Interactive teaching methods: definition, classification, features

What are interactive teaching methods?

Interactive methods are based on the “teacher = student” and “student = student” interaction patterns. That is, now not only the teacher involves children in the learning process, but also the students themselves, interacting with each other, influence the motivation of each student. The teacher only plays the role of an assistant. Its task is to create conditions for children’s initiative.

Objectives of interactive teaching methods

Teach independent search, analysis of information and development of the right solution to the situation.
Teach teamwork: respect other people’s opinions, show tolerance for another point of view.
Teach to form own opinion based on certain facts.

Methods and techniques of interactive teaching

Brainstorm- a flow of questions and answers, or proposals and ideas on a given topic, in which the analysis of correctness/incorrectness is carried out after the assault. Read more about.
, comparison charts, puzzles- search keywords and problems on a specific mini-topic.
Interactive lesson using audio and video materials, ICT. For example, online tests, working with electronic textbooks, training programs, educational sites.
Round table (discussion, debate)- a group type of method that involves students’ collective discussion of problems, proposals, ideas, opinions and a joint search for a solution.
Business games(including role-playing, imitation, hole) - a fairly popular method that can be used even in primary school. During the game, students play the roles of participants in a particular situation, trying on different professions.
Aquarium- one of the varieties of business games, reminiscent of a reality show. In this case, the given situation is played out by 2-3 participants. The rest observe from the sidelines and analyze not only the actions of the participants, but also the options and ideas they propose.
Project method— students’ independent development of a project on the topic and its defense.
BarCamp, or anti-conference. The method was proposed by webmaster Tim O'Reilly. Its essence is that everyone becomes not only a participant, but also an organizer of the conference. All participants come up with new ideas, presentations, and proposals on a given topic. Next comes a search for the most interesting ideas and their general discussion.

Interactive teaching methods in the classroom also include master classes, constructing an opinion scale,

Active learning methods or active learning methods. Active and interactive teaching methods: overview, classifications and examples. What are active and interactive teaching methods in the classroom? Classification of game methods of active learning

Mind maps are a tool that allows you to effectively structure and process information; think using all your creative and intellectual potential.

Course work

Classification of teaching methods

Active learning methods: definition, classification, features What are active learning methods?

Signs of active learning methods

Classification of active learning methods

Active learning methods and techniques

Interactive teaching methods: definition, classification, features

What are interactive teaching methods?

Methods and techniques of interactive teaching

Active learning methods: definition, classification, features
What are active learning methods?