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Active learning. Theoretical foundations of the problem of personality activity in learning and active teaching methods

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

Ideas for intensifying learning were expressed by scientists throughout the entire period of the formation and development of pedagogy, long before it was formalized as an independent scientific discipline. The founders of the ideas of activation include Ya.A. Comenius, J.-J. Russo, I.G. Pestalozzi, K.D. Ushinsky and others. The entire history of pedagogy can be viewed as a struggle between two views on the position of the student. Adherents of the first position insisted on the initial passivity of the student, considered him as an object of pedagogical influence, and, in their opinion, only the teacher should be active. Supporters of the second position considered the student an equal participant in the learning process, who works under the supervision of a teacher and actively absorbs socio-cultural experience, which has the form of theoretical knowledge. Among Russian psychologists, B.G. turned to the idea of activity at different times. Ananyev, L.S. Vygotsky, A.N. Leontyev, B.F. Lomov, S.L. Rubinstein and others.

The epithet “active” is used to contrast AMT with traditional teaching methods that implement the first point of view, where participants in the educational process are polarized in their roles as a student and a teacher. The former are consumers of ready-made knowledge, accumulated and generalized in the form of theories, facts, laws, patterns, concepts and categories. The student’s activity comes down to the assimilation of this knowledge and its subsequent reproduction, thus, the level of development and efficiency of the functioning of their memory largely determines the effectiveness of their educational work as a whole. The student’s position in the classical education system can be assessed as passive-consumer, since knowledge is acquired as if in reserve, its use in practice is delayed in time, the student himself cannot choose what, when and to what extent he will master. Transformation of theoretical knowledge, construction of new ones, development of own experience in research work. The teacher’s task is to make the students’ work easier, make the material more interesting and understandable, ensure its accurate and lasting assimilation, and control the final result. Therefore, the teachings of the teacher, his continuous adaptive-transformative activity is the second, and often the most important, condition for the effectiveness of the student’s work, the key to the ultimate success of his educational activities.

Active learning represents such an organization and conduct of the educational process that is aimed at the comprehensive activation of educational and cognitive activity of students through the broad, preferably complex, use of both pedagogical (didactic) and organizational and managerial means (V.N. Kruglikov, 1998). 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 use of AMO literally turns the established situation upside down. Students are initially interested in obtaining the information they need, which they use directly and immediately. Therefore, the lack, inaccuracy or fundamental incorrectness of information creates an incentive to replenish, correct, and adjust it. The assimilation of information is a by-product of the student’s activities, in which he is involved by the leader.

There are 3 levels of activity:

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

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

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

Forms of work that increase the level of learning activity

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

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

3. Use of game forms;

4. Dialogical interaction;

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

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

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

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

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

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

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

12. Activity approach to learning.

ACTIVE LEARNING METHODS INCLUDE:

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

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

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

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

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

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

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

The level of manifestation of a person’s activity in learning is determined by its basic logic, as well as the level of development of educational motivation, which largely determines not only the level of a person’s cognitive activity, but also the uniqueness of his personality.

In accordance with the traditional logic of learning, which includes such stages as initial familiarization with the material, or its perception in the broad sense of the word; its comprehension; special work to consolidate it and, finally, mastery of the material, i.e. transforming it into practical activity.

There are 3 levels of activity:

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

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

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

Theoretical analysis of this problem, advanced pedagogical experience convinces that the most constructive solution is to create such psychological and pedagogical conditions in training in which the student can take an active personal position, fully express himself as a subject of educational activity, your individual “I”. All of the above leads to the concept of “active learning”.

A. Verbitsky interprets the essence of this concept as follows: active learning marks a transition from predominantly regulating, algorithmized, programmed forms and methods of organizing the didactic process to developing, problem-based, research, search, ensuring the birth of cognitive motives and interests, conditions for creativity in teaching.

M. Novik identifies the following distinctive features of active learning:

* forced activation of thinking, when the student is forced to be active regardless of his desire;

* a fairly long period of time for students to be involved in the educational process, since their activity should not be short-term and episodic, but largely stable and long-term (i.e. during the entire lesson);

* independent creative development of solutions, increased degree of motivation and emotionality of students.

Constant interaction between students and teacher through direct and feedback connections.

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

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

The emergence and development of active methods is due to the fact that teaching faces new challenges: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, abilities and skills of independent mental work. The emergence of new tasks is due to the rapid development of information. If previously the knowledge acquired at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of the information boom it is necessary to constantly update it, which can be achieved mainly through self-education, and this requires a person of cognitive activity and independence.

Cognitive activity means an intellectual and emotional response to the process of cognition, the student’s desire to learn, to complete individual and general tasks, and interest in the activities of the teacher and other students.

Cognitive independence is usually understood as the desire and ability to think independently, the ability to navigate a new situation, find your own approach to solving a problem, the desire not only to understand the educational information being absorbed, but also the methods of acquiring knowledge; a critical approach to the judgments of others, independence of one’s own judgments.

Cognitive activity and cognitive independence are qualities that characterize students’ intellectual abilities to learn. Like other abilities, they are manifested and developed in activity.

The most important means of activating the individual in learning are active learning methods (AML). Another term found in the literature is “Active Learning Method” (MAM), which means the same thing. The most complete classification was given by M. Novik, highlighting non-imitation and imitation active groups of training. These or other groups of methods determine, accordingly, the form (type) of the lesson: non-imitation or imitation.

Characteristic feature non-imitation classes is the absence of a model of the process or activity being studied. Activation of learning is carried out through the establishment of direct and feedback connections between the teacher and students.

Distinctive feature simulation exercises is the presence of a model of the process being studied (imitation of individual or collective professional activity). The peculiarity of simulation methods is their division into gaming And non-game. Methods in the implementation of which students must play certain roles are classified as gaming.

M. Novik points to their high effect in mastering the material, since a significant approximation of the educational material to specific practical or professional activities is achieved. At the same time, motivation and learning activity are significantly enhanced.

1.2. Characteristics of 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 in the development of scientific knowledge and ways to resolve them. In collaboration with the teacher students “discover” new knowledge for themselves, comprehend the theoretical features of a particular science.

The logic of problem-based learning is fundamentally different from the logic of information learning. If in information learning the content is introduced as known material that can only be memorized, 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 method of “involving” students’ thinking during problem-based learning is the creation of a problem situation that has the form of a cognitive task, fixing some contradiction in its conditions and ending with a question (questions) that objectifies this contradiction. The unknown is the answer to the question that resolves the contradiction.

Cognitive tasks must be accessible in their difficulty for students, they must take into account the cognitive capabilities of students, lie in line with the subject being studied and be significant for mastering new material.

What is the didactic structure of problem-based learning? Its main method is a logically coherent oral presentation that accurately and deeply illuminates the main points of the topic. The educational problem and the system of subordinate subproblems compiled by the teacher “fit” into the logic of presentation. 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.

Thus, in problem-based learning, the following two most important elements are basic:

* a system of cognitive tasks reflecting the main content of the topic;

* dialogical type communication, the subject of which is the material introduced by the teacher.

Analysis of specific situations (case-study) -- one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analyzing specific situations develops the ability to analyze unrefined life and production tasks. 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 gaming method of active learning, characterized by the following main features:

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

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

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

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

Approximately, the role-playing method requires 30 to 35 minutes to complete.

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 is communicated to the students by the teacher;

* 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 activates 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.

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

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

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. The success of a seminar-discussion largely depends on the teacher’s ability to organize it. Thus, a seminar-discussion may contain elements of brainstorming and a business game.

In the first case, participants strive to put forward as many ideas as possible without subjecting them to criticism, and then the main ones are identified, discussed and developed, and the possibilities of their proof or refutation are assessed.

In another case, a seminar-discussion receives a kind of role-playing “instrumentation”, reflecting the real positions of people participating in scientific or other discussions. You can introduce, for example, the roles of presenter, opponent or reviewer, logician, psychologist, expert, etc., depending on what material is discussed and what didactic goals the teacher sets before the seminar lesson. If a student is assigned to a role leading seminar-discussion, he receives all the powers of a teacher to organize a discussion: he instructs one of the high school students to make a report on the topic of the seminar, directs the course of the discussion, monitors the argumentation of evidence or refutations, the accuracy of the use of concepts and terms, the correctness of - decisions in the process of communication, etc.

Opponent or reviewer: reproduces the opposition procedure adopted among researchers. He must not only reproduce the main position of the speaker, thereby demonstrating his understanding of it, find vulnerabilities or errors, but also offer his own version of the solution.

Logician identifies contradictions and logical errors in the reasoning of the speaker or opponent, clarifies the definitions of concepts, analyzes the course of evidence and refutations, the legitimacy of putting forward a hypothesis, etc.

Expert evaluates the productivity of the entire discussion, the validity of the hypotheses and proposals put forward, the conclusions drawn, expresses an opinion on the contribution of one or another participant in the discussion to finding a common solution, gives a description of how the participants in the discussion were trained, etc.

The teacher can introduce any role position into the discussion if this is justified by the goals and content of the seminar. It is advisable to introduce not one, but two paired roles (two logicians, two experts), so that a larger number of students receive the corresponding experience.

But a special role belongs, of course, to the teacher. He must organize such preparatory work as will ensure the active participation of each student in the discussion. It defines the problem and individual sub-problems that will be considered at the seminar; selects basic and additional literature for speakers and presenters; distributes functions and forms of student participation in collective work; prepares students for the role of an opponent, logic; 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 paper, and records contradictions in the 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 students’ initiative with your authority; it is necessary to create conditions for intellectual freedom, use techniques to overcome communication barriers, and ultimately implement a pedagogy of cooperation.

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

An important condition when organizing a “round table”: it must be truly round, i.e. the process of communication, communication, took place “eye to eye.” The “round table” principle (it is no coincidence that it was adopted at the negotiations), i.e. arrangement of participants facing each other, and not at the back of the head, as in a regular lesson, generally leads to an increase in activity, an increase in the number of statements, the possibility of personally including each student in the discussion, increases the motivation of students, includes non-verbal means of communication, such as facial expressions , gestures, emotional manifestations.

The teacher also sits in the general circle, as an equal member of the group, which creates a less formal environment compared to the generally accepted one, where he sits separately from the students, who face him. In the classic version, the participants in the discussion address their statements primarily to him, and not to each other. And if the teacher sits among the children, the group members’ addresses to each other become more frequent and less constrained, this also helps to create a favorable environment for discussion and the development of mutual understanding between teachers and students.

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

When organizing a discussion in the educational process, several educational goals are usually set at once, both purely cognitive and communicative. At the same time, the goals of the discussion are, of course, closely related to its topic. If the topic is extensive and contains a large amount of information, as a result of the discussion only such goals as collecting and organizing information, searching for alternatives, their theoretical interpretation and methodological justification can be achieved. If the topic of discussion is narrow, then the discussion may end with a decision being made.

During the discussion, students can either complement each other or oppose each other. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of an argument. As a rule, both of these elements are present in a discussion, therefore it is wrong to reduce the concept of discussion only to an argument. Both mutually exclusive dispute and complementary, mutually developing dialogue play a big role, since the fact of comparing different opinions on one issue is of paramount importance. The effectiveness of the discussion depends on factors such as:

* preparation (awareness and competence) of the student on the proposed problem;

* semantic uniformity (all terms, definitions, concepts, etc. must be understood equally by all students);

* correct behavior of participants;

* teacher's ability to conduct a discussion.

A properly organized discussion goes through three stages of development: orientation, evaluation and consolidation.

At the first stage students adapt to the problem and to each other, i.e. At this time, a certain attitude towards solving the problem is developed. In this case, the teacher (discussion organizer) is given the following tasks:

1. Formulate the problem and goals of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should yield.

2. Introduce the participants (if the group is meeting with such a composition for the first time). To do this, you can ask each student to introduce themselves or use the “interviewing” method, which consists of students breaking into pairs and introducing each other after a short introductory (no more than 5 minutes), directed conversation.

3. Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and controversial issues in it, determine the expected result (solution).

4. Establish a time limit for the discussion, or rather, a time limit for speeches.

5. Formulate the rules for conducting a discussion, the main one of which is - Everyone must speak. In addition, it is necessary to: listen carefully to the speaker, do not interrupt, confirm your position with arguments, do not repeat yourself, do not allow personal confrontation, maintain impartiality, do not evaluate speakers without fully listening and understanding the position.

6. Create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized addresses to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method is non-conflict!

7. Achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, you should clarify the conceptual apparatus and working definitions of the topic being studied. Systematic clarification of the conceptual apparatus will form in students the attitude and habit of using only well-understood terms, not using obscure words, and systematically using reference literature.

The second stage is the evaluation stage-- usually involves a situation of comparison, confrontation and even a conflict of ideas, which, in the case of inept management of the discussion, can develop into a conflict of personalities. At this stage, the teacher (organizer of the “round table”) is given the following tasks:

1. Start an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.

2. Collect maximum opinions, ideas, suggestions. To do this, it is necessary to activate each student. When speaking with his opinion, the student can immediately make his proposals, or he can first simply speak and later formulate his proposals.

3. Do not go off topic, which requires some firmness of the organizer, and sometimes even authoritarianism. You should tactfully stop those who deviate, directing them into the given “channel”.

4. Maintain a high level of activity for all participants. Avoid excessive activity of some at the expense of others, follow the rules, stop protracted monologues, and involve all present schoolchildren in the conversation.

5. Promptly analyze the ideas, opinions, positions, and proposals expressed before moving on to the next round of discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. It is very useful to assign sub-summaries to students, offering them a temporary role as leader.

The third stage is the consolidation stage-- involves the development of certain common or compromise opinions, positions, and decisions. At this stage, the controlling function of the lesson is carried out. The tasks that the teacher must solve can be formulated as follows:

1. Analyze and evaluate the discussion, summarize the results. To do this, it is necessary to compare the goal formulated at the beginning of the discussion with the results obtained, draw conclusions, make decisions, evaluate the results, and identify their positive and negative aspects.

2. Help the participants in the discussion come to a consensus, which can be achieved by carefully listening to different interpretations, searching for common trends for making decisions.

3. Make a group decision together with the participants. At the same time, the importance of a variety of positions and approaches should be emphasized.

4. In the final speech, lead the group to constructive conclusions that have cognitive and practical significance.

5. Achieve a feeling of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.

When conducting a round table, students perceive not only the ideas expressed, new information, opinions, but also the bearers of these ideas and opinions, and above all the teacher. Therefore, it is advisable to specify the main qualities and skills that a teacher (organizer) should have in the process of holding a “round table”:

* high professionalism, good knowledge of the material within the curriculum;

* speech culture and, in particular, fluent and competent knowledge of professional terminology;

* communication skills, or more precisely, communication skills that allow the teacher to find an approach to each student, listen to everyone with interest and attentively, be natural, find the necessary methods of influencing students, be demanding, while maintaining pedagogical tact;

* speed of reaction;

* ability to lead;

* ability to conduct dialogue;

* predictive abilities that allow you to foresee in advance all the difficulties in mastering the material, as well as predict the course and results of pedagogical influence, and anticipate the consequences of your actions;

* ability to analyze and correct the course of the discussion;

* self-control

* ability to be objective.

An integral part of any discussion is question and answer procedure. A skillfully posed question (as is the question, so is the answer) allows you to obtain additional information, clarify the speaker’s positions and thereby determine further tactics for holding a “round table”.

From a functional point of view, all questions can be divided into two groups:

* Clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical sign of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand that correctly?” The answer to such a question can only be “yes” or “no”.

* Replenishing (open) questions aimed at clarifying new properties or qualities of phenomena and objects that interest us. Their grammatical feature is the presence of question words: what, where, when, how, why etc.

From a grammatical point of view, questions can be simple And complex, those. consisting of several simple ones. A simple question contains a mention of only one object, subject or phenomenon.

If we look at the questions from the perspective of the rules for conducting a discussion, then among them we can highlight correct And incorrect both from a content point of view (incorrect use of information) and from a communicative point of view (for example, questions aimed at the individual rather than at the essence of the problem). A special place is occupied by the so-called provocative or catching questions. Such questions are asked in order to confuse the opponent, sow distrust in his statements, redirect attention to himself, or inflict a critical blow.

From a pedagogical point of view, questions can be controlling, activating attention, activating memory, developing thinking.

In a discussion, it is preferable to use simple questions, since they do not carry ambiguity and are easy to give a clear and precise answer. If a student asks complex questions, it is advisable to ask him to divide his question into several simple ones. Answers to questions can be: accurate and inaccurate, true and erroneous, positive (a desire or attempt to answer) and negative (direct or indirect avoidance of an answer), direct and indirect, monosyllabic and polysyllabic, short and detailed, definite ( not allowing for different interpretations) and vague (allowing for different interpretations).

In order to organize a discussion and exchange of information in the full sense of the word, so that the “round table” does not turn into a mini-lecture, a teacher’s monologue, the lesson must be carefully prepared. To do this, the teacher (organizer of the “round table”) must:

* prepare questions in advance that could be raised for discussion at the conclusion of the discussion in order to prevent it from dying out;

* avoid leaving the scope of the problem under discussion;

* do not allow the discussion to turn into a dialogue between the two most active students or the teacher with students;

* ensure wide involvement in the conversation of as many schoolchildren as possible, or better yet, all of them;

* do not ignore any incorrect judgment, but do not immediately give the correct answer; Students should be involved in this, organizing their critical assessment in a timely manner;

* do not rush to answer questions regarding the round table material: such questions should be redirected to the audience;

* ensure that the object of criticism is the opinion, and not the student who expressed it;

* compare different points of view, involving students in collective analysis and discussion, remember the words of K.D. Ushinsky that the basis of knowledge is always comparison.

For that, In order not to dampen the activity of schoolchildren, the teacher should not:

* turn the discussion into a quiz for students;

* evaluate judgments during speeches and express your opinion ahead of time;

* suppress the audience;

* take the position of a mentor, teaching the audience and knowing the only correct answers to all questions;

* remember that in a lesson conducted in an active form, the main character is the student: you need to expect activity from him, and not from the teacher himself, who acts as a consultant, leader of the discussion and its more competent, but equal participant .

During the round table, there is business noise and lots of voices, which, on the one hand, creates an atmosphere of creativity and emotional interest, and on the other, makes the teacher’s work difficult. Among this polyphony, he needs to hear the main thing, create a working environment, give him the opportunity to speak out, and lead the line of reasoning correctly. But all the difficulties are paid off by the high efficiency of this form of training.

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

* creative learning by schoolchildren of educational material;

* connection of theoretical knowledge with practice;

* activation of educational and cognitive activities 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. The general requirement that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous options for solving the problem that is put forward to students as a learning task.

Preparing for a brainstorming session includes the following steps:

* determination of the purpose of the lesson, specification of the educational task;

* planning the general course of the lesson, determining the time for each stage of the lesson;

* selection of questions for warm-up;

* development of criteria for evaluating received proposals and ideas, which will allow for a purposeful and meaningful analysis and generalization of the results of the lesson.

There are certain rules, the observance of which will allow you to brainstorm more productively. We list the main ones:

1. During the session there are no superiors, no subordinates, no newcomers, no veterans - there is a leader and participants; no one can claim a special role.

3. You should refrain from actions or gestures that could be misinterpreted by other participants in the session.

4. No matter how fantastic or incredible the idea put forward by any of the session participants, it should be met with approval.

5. Try to convince yourself from the very beginning that a positive resolution to this problem is extremely important to you.

6. Do not think that this problem can be solved only by known methods.

7. The more proposals put forward, the greater the likelihood of a new and valuable idea emerging.

8. Before starting the session, try to answer the following questions for yourself:

Is the problem worth my attention?

What does her solution provide?

Who needs it and why?

What happens if you don't change anything?

What happens if I don't come up with any ideas?

Methodology for organizing and conducting brainstorming

The organizational stage is carried out with one class. Before the start of the lesson, when students enter the classroom and take their seats, you can turn on upbeat, dynamic music, preferably instrumental, since the text can influence the formation of students' attitudes.

At the beginning of the lesson, the teacher informs the topic and form of the lesson, formulates the problem that needs to be solved, and justifies the problem to find a solution. He then introduces the students to the terms of group work and gives them the rules for brainstorming.

After this, several working groups of 3-5 people are formed. Each group selects an expert whose responsibilities include recording ideas, their subsequent evaluation and selection of the most promising proposals.

It is advisable to form a working group in accordance with the personal wishes of the students, but the groups should be approximately equal in the number of participants.

Groups are seated so that it is convenient to work and so that students can see each other.

This stage takes on average about 10 minutes.

Warm-up is carried out frontally with the entire group. The purpose of the stage is to help schoolchildren free themselves from stereotypes and psychological barriers. Usually the warm-up is carried out as an exercise in quickly finding answers to questions. A fast pace of work is important for warming up. Therefore, if there is a pause, the teacher himself must put forward 1-2 answer options. As soon as students begin to have difficulty finding answers and think for a long time, it is worth moving on to the next question. In order to create and maintain a relaxed and lively atmosphere, the teacher prepares unexpected, original questions that are not directly related to the topic of the assault, but are taken from a related area.

During the warm-up, the teacher does not evaluate the students’ answers, but he perceives them all kindly, supporting a positive reaction from the audience.

Warm-up time is 15-20 minutes.

At the very beginning of the actual “storming” of the posed problem, the teacher recalls the problem, clarifies the posed task, gives criteria for evaluating ideas, and repeats the rules of brainstorming.

A signal is given, after which the expression of ideas begins simultaneously in all groups. The expert writes down all the ideas put forward on a separate sheet of paper. Don't be afraid of a little noise and excitement in the classroom - the ease of the atmosphere helps to stimulate thought.

It is better for the teacher not to interfere in the work of the groups so as not to disturb them. Only when the group violates the rules of work (for example, begins to discuss or critically evaluate an idea), the teacher, in a tactful and friendly manner, returns the group to a working state.

The main session time is 10-15 minutes. This is a stage of intense workload for students; usually, by the end of it, obvious fatigue is felt among the participants in the “assault.”

At the stage of evaluating and selecting the best ideas, experts unite in a group and evaluate ideas according to selected criteria, selecting the best ones to present to the participants of the game. If possible, experts can move to another room while working so that the group does not disturb them. The teacher determines the work time for experts at 15-20 minutes.

The working groups rest at this stage. You can turn on music and give them the opportunity to move, switch, or offer them simple tasks in a playful way, for example, a crossword puzzle for a given course, discussion of interesting situations, etc.

At the final stage, representatives of the group of experts report on the results of the brainstorming session. They name the total number of ideas proposed during the assault and introduce the best of them. The authors of the noted ideas justify and defend them. Based on the results of the discussion, a collective decision is made on the implementation of certain proposals into practice.

The teacher sums up the results and gives a general assessment of the groups’ work. At the same time, it is important to note the positive in work, moments of manifestation of a high degree of creativity, successes of collective activities, etc. Such a final assessment creates a creative atmosphere in the study group and supports students. Even if the group's performance is not brilliant, it is still necessary to build on the positive in its work in order to stimulate students' desire to achieve greater results in the future.

In terms of time, the final stage is the longest (10-15 minutes). This stage is very important in the curriculum, since during the discussion and defense of ideas there is an intensive exchange of information, its comprehension and active assimilation.

As a rule, brainstorming is very productive and gives good results. In case of failure, the teacher should not hastily abandon this form of work, but must once again carefully analyze the preparation for the lesson and its entire course, try to find the reasons for the failure, eliminate them, and success will await him in the future.

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

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

The rules of the business game are determined by the chosen activity. One of its options is role-playing games. When children play “daughter-and-mother,” 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 “Bank”, in which, in the process of playing out bank work situations, the terminology that is difficult to memorize is better understood and mastered, what it means, the very character activities of the bank, its place and importance in market relations. Such a game can be organized at the stage of primary consolidation of the material, and as a generalization, and as a certain form of control. In this case we are talking about the most standard version of the business game. Options such as organizational-Business and organizational-mental games and similar ones require very serious special training for their organizers.

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

Over hundreds of years of its development, pedagogy has identified a number of principles that influence the success of learning and the acquisition of knowledge by students. All of them are interconnected, and their use in combination ensures the most complete, successful assimilation of new knowledge and skills. One of the main ones is the principle of consciousness and activity.

Defining learning principles

Principles of teaching are basic provisions that determine the content, methods and forms that will be used in teaching a particular subject. Based on the principles of teaching, the entire educational process is built, starting with the content of training and ending with the selection of the most effective forms and methods of teaching schoolchildren and students.

Basic principles of training

The basic principles of teaching were formed based on the practice and experience of such teachers and psychologists as V.V. Davydov, A. Disterweg,

Each of their scientists proposed their own classification of principles, focusing on one or another feature of the human psyche and the capabilities of the mind. But, as it turned out, they are all interconnected and cannot fully function without each other.

Modern pedagogical science identifies the following principles of teaching: consciousness and activity, visibility of scientific nature, systematicity, strength, emotionality, accessibility, connection of learning with life, individual approach to learning. These are the ones you need to rely on when learning.

Scientific principle

The scientific principle is based on the disclosure of cause-and-effect relationships, insight into the essence of phenomena, the disclosure of the history of the development of science, and the connection between various fields of knowledge. All rules and laws studied must be scientifically correct and justified.

The teacher needs to introduce students to objective scientific facts and theories, selecting only scientifically based material for this, and push children to master the methods of scientific research.

Systematic principle

The principle of systematic and consistent teaching is determined by the logic in science, the characteristics of cognitive activity, depending on the age of the students. It assumes consistency in the teacher’s work both on himself and on the material and students; systematicity in the work of students.

The principle of systematicity involves teaching in a certain order. Each new lesson is a continuation of the old one. Work on topics follows the principle “from facts to conclusions.” Students observe phenomena, facts and come to certain conclusions.

This also means regular work with books and textbooks, observation of various phenomena. The skills of organization, consistency, and diligence in learning also play an important role. The main, basic position in learning is closely related to these features. Next we will characterize the principle of consciousness and activity.

To implement the principle of systematicity it is necessary:

Systematize the material.
Provide regular exercise, alternating it with rest.
Show the system of the science being studied, interdisciplinary connections.
Use diagrams when presenting the material.

training

The principle of accessibility of learning assumes that classes are structured in accordance with the age and mental capabilities of students. To do this, the teacher selects the most appropriate methods and forms of teaching, selects material that will be learned by students without extra effort. At the same time, it is important that the material obtained during training is built on existing knowledge about the world around us and the subject of study. To do this, it is necessary to use analogies and comparisons, to compare new information with what is already known. The material must be presented according to the principle “from simple to complex.”

The principle of connecting learning with life

It is based on the connections between the obtained material and theory, production and practice. The knowledge obtained during the study of the material must be applied in practice, adapting it to a particular life situation.

The principle of consciousness and activity is largely based on it. If a student sees a connection between a subject and the future, then he becomes interested in studying it, tries to understand what the teacher said, and understand the essence of this or that phenomenon.

The principle of visibility in teaching

The principle of clarity involves the use in classes of paintings or drawings, diagrams, maps, graphs, and models. With their help, children assimilate information not only through hearing, but also through another channel for receiving information - visual, which significantly increases the likelihood of assimilating the material.

Refers to clarity and carrying out various experiments and experiments, especially in chemistry, biology and physics lessons.

Today, completely new types of visual aids have appeared at the disposal of teachers - films, videos, computer programs. Their use in lessons allows not only to increase the chances of memorizing and mastering the material, but also to implement the principle of consciousness and activity, getting children interested in studying a particular subject.

The principle of strength in mastering skills, abilities and knowledge

A sign of this principle is a deep and conscious assimilation of the studied facts and concepts, laws, ideas, and understanding of them. It is implemented by repeating what has been studied, activating acquired knowledge with the help of leading questions, comparing previously studied phenomena with new ones, classification and generalization.

It is thanks to this principle that before taking a test on a topic, students take a lesson in systematizing the knowledge they have acquired and sorting out their mistakes. At the end of the year, repetition of all the material studied is mandatory, just like repetition at the beginning of the year. In addition, high school is largely built on the principle of solid knowledge, since during the course of education, students repeat the material studied in grades 5-9 and deepen it.

The principle of individual approach

It is based on helping each student master knowledge. The teacher identifies the student’s interests and gives tasks according to their level and interests.

Quite often, teachers provide additional instruction to students, leaving them after lessons and explaining a particular topic in more detail if the student does not understand it.

For the purpose of an individual approach, students are given differentiated tasks and asked to work on projects, in groups or pairs.

Clubs or extracurricular activities are created for the most interested students. All this helps to achieve not only the principle of consciousness and activity in learning, but also accessibility and systematicity.

The principle of emotionality

To implement this principle, the teacher must learn to form the emotions of children, which will be aimed at learning and interest in the subject.

This is achieved, first of all, by the teacher’s friendly attitude towards students and his interest in the subject being taught. The appearance of the teacher is also important.

The principle of activity and consciousness

The principle of consciousness and activity in education is one of the leading principles in teaching. It is he who determines the direction of students’ cognitive activity, which allows them to be controlled.

The implementation of the principle of consciousness is facilitated by an explanation of the goals and objectives of the learning process, its significance for solving life problems.

To implement this principle, it is necessary to take the active participation of students in the learning process, a positive attitude to learning, interest in the material, systematic teaching, the ability to differentiate tasks, the use of modern technical teaching aids, the teacher’s ability to take into account the state and mood of students, and knowledge of age characteristics. As you can see, the principle of student consciousness and activity is implemented through the use of other teaching principles.

The principle provides:

Students' understanding of the purpose of learning.
Knowing how to achieve the training goal.
Understanding the facts and patterns of the development of science and the emergence of various phenomena.
Assimilation of knowledge and its active application.

Rules of the principle of consciousness and activity

Let us consider in more detail the principle of consciousness and activity. The rules that must be followed when implementing it are as follows:

1. Students must understand the meaning of the tasks assigned to them and understand the purpose of learning. The lesson always begins with posing a problem, based on the students' previous experience.

2. It is necessary to use all the techniques at the teacher’s disposal to interest students in the material being studied.

3. Students must assimilate not only information about objects and phenomena, but also understand their essence, the patterns of their occurrence and development, and be able to apply the acquired knowledge in practice.

4. It is mandatory to have self-control and self-assessment during training. The teacher is responsible for developing these skills and trying to develop the students’ needs for them.

5. The teacher’s task is to create interest in the learning process and the content of the subject.

6. When explaining the material, it is necessary to give as many examples as possible and give as many exercises as possible to master it.

7. Ask the question “Why?” This helps to activate thought processes, which leads to the establishment of cause-and-effect relationships.

conclusions

Education is based on a number of principles, the main of which can rightly be called the principle of consciousness and activity. The application of all the principles we have listed in the work of a teacher guarantees success in the education of any child, regardless of the subject.

Lecture 2.4. Active, organizational forms of learning in art classes at school.

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.

The founders of the ideas of activation include Ya.A. Comenius, J.-J. Russo, I.G. Pestalozzi, K.D. Ushinsky and others. The entire history of pedagogy can be viewed as a struggle between two views on the position of the student. Adherents of the first position insisted on the initial passivity of the student, considered him as an object of pedagogical influence, and, in their opinion, only the teacher should be active. Supporters of the second position considered the student an equal participant in the learning process, who works under the supervision of a teacher and actively absorbs socio-cultural experience, which has the form of theoretical knowledge. 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.

There are 3 levels of activity:

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

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

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

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

Under active methods learning is understood by such methods and techniques of pedagogical influence, which encourage students to be mentally active, to demonstrate a creative, research approach and search for new ideas for solving various problems in their specialty.
Active learning methods (AML) should arouse in students the desire to independently understand complex professional issues and, based on a deep systemic analysis of existing factors and events, develop an optimal solution to the problem under study for its implementation in practice.
Active forms of classes– these are forms of organization of the educational process that promote diverse (individual, group, collective) study (mastery) of educational issues (problems), active interaction between students and the teacher, a lively exchange of opinions between them, aimed at developing a correct understanding of the content of the topic being studied and ways of its practical use.

Traditional forms of organizing student activities:

Frontal form- involves the simultaneous activity of the entire educational group: the teacher sets the same tasks for everyone, presents program material, students work on the same problem, on the same drawings or works. Everyone does their own work independently. The teacher asks everyone the same thing, talks with everyone, controls everyone, etc. Students are ensured simultaneous advancement in learning and development.

Examples…………….

Group form- provides for the division of a group of students into subgroups to perform certain identical or different tasks: the production of components of a whole panel, a three-dimensional structure made of paper, waste material; plasticine or clay. Separate instructions are given for each group. The degree of difficulty of the task for the group and its technique depend on the level of artistic preparation of the students.

Working in pairs is useful when working in shifts.

Examples……………

Collective form– involves the completion of one large-scale creative task by the entire class or group. Each student performs one element of the general design, often identical to the neighboring one, or included in the overall composition. To achieve the unity of the final result, it is necessary to give clear instructions for actions, techniques or technology.

Examples…………….

Forms of work that increase the level of learning activity

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

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

3. Use of game forms;

4. Dialogical interaction;

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

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

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

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

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

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

ACTIVE LEARNING METHODS INCLUDE:

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

Analysis of specific situations (case-study) - one of the most effective and widespread methods of organizing active cognitive activity of students. The method of case study analysis develops the ability to analyze 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.

Example of an ISO test

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

Teachers, noting students’ indifference to knowledge, reluctance to learn, and low level of development of cognitive interests, try to design more effective forms, models, methods, and learning conditions. However, as A. Verbitsky rightly noted, often activation comes down to either strengthening control over the work of students, or to attempts to intensify the transfer and assimilation of the same information with the help of technical teaching aids, computer information technologies, and reserve capabilities of the psyche.

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

In accordance with the traditional logic of learning, including such stages as initial familiarization with the materials, or its perception in the broad sense of the word; its comprehension; special work to consolidate it and, finally, mastery of the material, i.e. its transformation into practical activity, there are 3 levels of activity:

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

Theoretical analysis of this problem, advanced pedagogical experience convinces that the most constructive solution is to create such psychological and pedagogical conditions in training in which the student can take an active personal position, to fully express himself as a subject of educational activity, his individual “I”. All of the above leads to the concept of “active learning”.

3.5.2. The concept of "active learning"

A. Verbitsky interprets the essence of this concept as follows: active learning marks a transition from predominantly regulating, algorithmized, programmed forms and methods of organizing the didactic process to developmental, problem-based, research, search, ensuring the birth of cognitive motives and interests, conditions for creativity in learning.

M. Novik identifies the following distinctive features of active learning:

Forced activation of thinking, when the student is forced to be active regardless of his desire;

A sufficiently long time for students to be involved in the educational process, since their activity should not be short-term and episodic, but largely stable and long-term (i.e. throughout the entire lesson);

Independent creative development of solutions, increased degree of motivation and emotionality of students.

Constant interaction between students and teacher using direct and feedback connections.

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

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

The emergence and development of active methods is due to the fact that learning faces new challenges: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, abilities and skills of independent mental work. The emergence of new tasks is due to the rapid development of information. If previously the knowledge acquired at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of the information boom it is necessary to constantly update it, which can be achieved mainly through self-education, and this requires a person to have cognitive skills. activity and independence.

Cognitive independence is usually understood as the desire and ability to think independently, the ability to ori-

adapt to a new situation, find a different approach to solving a problem, the desire not only to understand the acquired educational information, but also ways to obtain knowledge; a critical approach to the judgments of others, independence of one’s own judgments. Cognitive activity and cognitive independence are qualities that characterize students’ intellectual abilities to learn. Like other abilities, they are manifested and developed in activity. The absence of conditions for the manifestation of activity and independence leads to the fact that they do not develop. That is why only the widespread use of active methods that stimulate mental and practical activity, and from the very beginning of the learning process, develops such important intellectual qualities of a person, ensuring in the future his activity in the constant acquisition of knowledge and its application in practice.

3.5.3. Classification of active learning methods

The most important means of activating the individual in learning are active learning methods (AML). Another term found in the literature is “Active Learning Method” (MAM), which means the same thing. The most complete classification was given by M. Novik, highlighting non-imitation and imitation active learning groups (Fig. 9). Certain groups of methods determine accordingly the form (type) of the lesson: non-imitation or imitation.

Rice. 9. Classification of active learning methods according to M. Novik

the implementation of which students must play certain roles are classified as gaming.

3.5.4. Characteristics of the main active learning methods

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

The logic of a problem lecture is fundamentally different from the logic of an informational lecture. If in the latter its content is introduced as known material that only needs to be memorized, then in a problem-based lecture new knowledge is introduced as unknown to students. The student’s function is not just to process information, but to actively engage in the discovery of unknown knowledge.

The main didactic technique for “involving” students’ thinking at a problem lecture is the creation of a problem situation that has the form of a cognitive task, fixing some contradiction in its conditions and ending with a question (questions) that objectifies this contradiction. The unknown is the answer to the question that resolves the contradiction.

Cognitive tasks must be accessible in terms of their difficulty for students, they must take into account the cognitive capabilities of students, lie in line with the subject being studied and be significant for mastering new material.

What is the didactic structure of a problem lecture? Its main method, as in any lecture, is a logically coherent oral presentation that accurately and deeply illuminates the main points of the topic. The educational problem and the system of related subproblems, compiled by the teacher before the lecture, “fit” into the logic of presentation. 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 a problem lecture belongs to dialogue-type communication. The higher the degree of dialogism of a lecture, the closer it is to a problematic one, and vice versa, a monologue presentation brings the lecture closer to an informational form.

Thus, in a problem lecture, the following two most important elements are basic:

A system of cognitive tasks reflecting the main content of the topic;

Dialogue-type communication, the subject of which is the material introduced by the lecturer.

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

The following types of situations are distinguished: illustration situations, exercise situations, assessment situations, problem situations (M. Novik).

Situation-problem represents a certain combination of real-life factors. Participants are actors, like actors, trying to find a solution or come to the conclusion that it is impossible.

Situation-assessment describes a situation from which, in a certain sense, a way out has already been found. A critical analysis of previously made decisions is carried out. A reasoned conclusion is given regarding the event that occurred. The position of the listeners is like an outside observer.

Illustration situation explains any complex procedure or situation related to the main topic and assigned by the teacher. It stimulates independence in reasoning to a lesser extent. These are examples that explain the essence being stated, although it may be possible to formulate a question or agreement about them, but then the illustrative situation will already turn into an assessment situation.

Situation-exercise provides for the application of previously adopted provisions and assumes obvious and indisputable solutions to the problems posed. Such situations can develop students' specific skills in processing or discovering data relevant to the problem under study. They are mainly of a training nature and help to gain experience.

The methodology for analyzing specific situations can be built in two directions:

1. Role-playing a specific situation. In this case, the participants study the situation in advance and the lesson of its analysis turns into a role-playing game.

2. Collective discussion of options for solving the same situation significantly deepens the experience of students: each of them has the opportunity to familiarize themselves with the solution options, listen to and weigh their many assessments, additions, and changes.

Practice has shown that the method of analyzing specific situations stimulates students to turn to scientific sources and strengthens the desire to acquire theoretical knowledge to obtain answers to the questions posed. However, the main goal of this method is to develop the analytical abilities of teachers, promote the correct use of the information at their disposal, and develop independence and initiative in decisions.

Simulation exercises - active learning method, the distinctive feature of which is the presence of a previously known

the teacher (but not the students) of the correct or best (optimal) solution to the problem. A simulation exercise more often takes on the status of a simulation game, in which, unlike a role-playing game, the activities of specific specialists, workers, and managers are not simulated. All that remains is the model of the environment. In simulation games, economic, legal, socio-psychological, mathematical and other mechanisms (principles) that determine people’s behavior and their interaction in a specific simulation situation are reproduced.

Let's take the simulation game “By the Lake” as an example.

Eight enterprises that make up a single economic system are located on the shore of the lake. Enterprises produce products that require large amounts of water. The enterprise takes water from the lake, and industrial waste is discharged there. At each enterprise, one of the following solutions can be implemented in one technological cycle (within a month):

Discharge of untreated wastewater;

Waste water treatment;

Product change;

Application of penalties to lake polluters;

Bonuses for wastewater treatment.

In the first case (“discharge”), the enterprise receives quite a large income due to savings on wastewater treatment work. However, each discharge of untreated wastewater deteriorates the quality of water in the lake, which leads to a decrease in income at all enterprises in subsequent technological cycles due to additional costs for purifying the collected water.

In the second case (“purification”), the enterprise receives less profit for a given technological cycle. However, the quality of water in the lake does not deteriorate. Once a year, as a result of the spring flood, the lake self-purifies and the water quality improves. After a flood, the income of all enterprises increases, since there is no need for additional water purification.

In the third case (“product change”), the enterprise refuses to consume water from the lake and thereby provides itself with a constant, but very small income.

In the fourth case (“fine”), the management of the enterprise, having suspended production, spent the entire month identifying and punishing polluters of the reservoir.

According to the rules of the game, all enterprises that discharge untreated wastewater during a given period have been identified. Instead of making a profit, they are forced to pay a significant fine. But the person who fines also suffers losses this month, since he had to deal with public affairs instead of his main job.

In the fifth case (“bonus”), the management of the enterprise rewards those enterprises that are engaged in wastewater treatment in a given month. As a result, each enterprise that cleans wastewater this month receives additional profit, and the rewarding enterprise incurs some losses.

Eight people take part in the game. Each of them plays the role of director of the enterprise. The game is divided into periods equivalent to a monthly technological cycle. There are 48 such periods in total. In each period, players make one of five proposed decisions, which corresponds to a certain amount of profit or loss received in a given month. The player's task is to get the maximum amount of income.

Since the players communicate their decisions only to the host, no one knows who dumped the raw sewage in a given month, i.e. the culprit of lake pollution.

To develop a mutually beneficial strategy, after every eight-month cycle, a three-minute meeting is held, at which players can enter into various agreements for the subsequent months. However, according to the rules of the game, these agreements are advisory in nature; any player can violate the agreement for personal gain.

So, in this game there is a model of a socio-economic mechanism that determines the economic behavior of people. The main educational goal of the game is for its participants to independently understand the meaning and expediency of collective activity during game actions.

In the game “By the Lake”, interaction is carried out not only (and not so much) through communication at meetings, but mainly -

through the decisions made. The overall goal of the entire gaming group is not initially set. It can be formulated during the game, and to achieve it, players sometimes themselves find a certain interaction mechanism.

Role playing is a game method of active learning, characterized by the following main features:

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

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

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

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

Approximately, the role-playing method requires one and a half to two hours of study time.

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

The presence of a research, engineering or methodological problem or task that is communicated to students by the teacher;

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

As a rule, the design and development of solution options requires a lot of time, measured in days and sometimes weeks. Therefore, this part of the work can be combined with the development of course projects and other assignments performed outside the educational institution;

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

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, engineering, design and other problems.

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

A necessary condition for the development of a productive discussion is the personal knowledge that students acquire in previous lectures and in the process of independent work. The success of a seminar-discussion largely depends on the teacher’s ability to organize it. Thus, a seminar-discussion may contain elements of brainstorming and a business game.

In another case, a seminar-discussion receives a kind of role-playing “instrumentation”, reflecting the real positions of people participating in scientific or other discussions. You can enter, for example, the roles of presenter, opponent or reviewer, logician, psychologist, expert, etc., depending on what material is discussed and what didactic goals the teacher sets before the seminar lesson. If a student is assigned to a role presenter seminar-discussion, he receives all the powers of the teacher to organize the discussion: he instructs one of the students to make a report on the topic of the seminar, directs the course of the discussion, monitors the argumentation of evidence or refutations, the accuracy of the use of concepts and terms, the correctness of relationships in the communication process, etc. d.

Psychologist is responsible for organizing productive communication and interaction of students at a seminar-discussion, achieving consistency in joint actions, goodwill in relationships, preventing the discussion from turning into a conflict, and following the rules of dialogue.

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

During the seminar-discussion, the teacher asks questions, makes individual comments, clarifies the main provisions 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 student initiative 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.

Business game- one of the leading methods of active learning. As a teaching method, a business game must meet the following requirements:

Distribution of roles between game participants;

Joint activity of game participants in conditions of differentiation and integration of simulated functions;

Dialogue communication between game partners as a necessary condition for making agreed decisions;

Differences in interests among game participants and the emergence of conflict situations;

The presence of a common gaming goal for the entire team (game system), which is the leading core of the game, the background against which private conflicts and contradictions develop;

Introduction to the game of improvisation (unforeseen circumstances simulating possible unforeseen circumstances);

Using a flexible time scale;

Application of a system for assessing the results of gaming activities and professional knowledge that contribute to the creation of a climate of competition;

The presence in the game of a stimulation system that creates an intellectual and emotional environment, i.e., encouraging during the game to act as one would act in real life;

Dynamic, continuous and entertaining business game;

Achieving a single - teaching, developing and educating - effect of a business game.

The process of constructing a business game includes 4 stages:

Stage I: determining the goal of the game.

It is formed based on the learning objectives, the content of the theoretical problems being studied and the skills that the participants must acquire during the lesson.

Stage II: definition of content.

In the process of constructing a business game, situations are selected that are most typical in the structure of activity for a teacher or class teacher, which ensures the professional context of the game.

Stage III: development of the game context.

The gaming context, which is a specific and mandatory component in the design of a business game, is provided by: the introduction of new rules; gaming rights and obligations of players and referees; introduction of characters; playing dual roles; the introduction of roles with opposite interests; constructing behavioral contradictions; development of a system of fines, incentives, bonuses; visual representation of the results, which is set out in the game documentation package.

Stage IV: drawing up a structural and functional program of a business game containing goals and objectives, a description of the game environment, its organizational structure and sequence, a list of game participants, their functions, questions and tasks, an incentive system.

The methodology for conducting a business game includes 4 successive stages, which are preceded by preliminary preparation of students for the game.

Preliminary preparation participants in the game on this topic includes a lecture presentation of the material, independent work on the recommended literature, followed by self-control and self-assessment using a list of questions and answers developed by the teacher. The procedure for training in the form of a business game consists of several stages.

At stage I (organizational) the theme and purpose of the game are substantiated, mini-groups are formed (4-5 people), arbitration is created (4-5 people), participants are informed about the conditions of the game, and game documents are handed over.

Stage I of the lesson ends updating knowledge of the players: each mini-group answers two questions asked to it: representatives of other mini-groups complement. Answers and additions are assessed by referees on three levels: business, rhetorical, ethical, which creates a climate of competition, activity, and introduces players into the role. Thus, already at the first stage of the game there is a question of “yes” or “no”, “win” or “loss”, which makes it exciting, and the existing incentive system (including the objectivity of summing up the results of gaming activities) encourages everyone to act this way as if he were acting in real life, make the most of theoretical knowledge and practical experience.

II stage (preparatory) includes independent work of mini-groups, study of situations, instructions, distribution of roles, collection of additional information, filling out summary tables, evaluation of written answers by arbitration.

During III stage (game) mini-groups imitate prepared tasks. After the answer, other mini-groups complement, clarify or refute their actions; Arbitrators introduce improvisations that must be resolved in a short time. The arbitration records all performances and additions and evaluates them, as before, on three levels.

IV stage. Decision analysis. Summarizing. The referees analyze the game process, the behavior and activity of the listeners,

Attention is paid to mistakes and correct decisions, and the results of the competition are summed up.

"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. A characteristic feature of the “round table” is the combination thematic discussion with group consultation. Along with the active exchange of knowledge, students develop professional skills to express thoughts, argue their ideas, justify proposed solutions and defend their beliefs. At the same time, information obtained as a result of listening to lectures and independent work with additional material is consolidated, as well as problems and issues for discussion are identified.

The teacher also sits in the general circle, as an equal member of the group, which creates a less formal environment compared to the usual one, where he sits separately from the students and they all face him. In the classic version, the participants in the discussion address their statements primarily to him, and not to each other. And if the teacher sits among the students, the group members’ addresses to each other become more frequent and less constrained, this also helps to create a favorable environment for discussion and the development of mutual understanding between teachers and students.

During the discussion, students can either complement each other or oppose each other. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of an argument. As a rule, both of these elements are present in a discussion, so it is wrong to reduce the concept of discussion only to an argument. Both mutually exclusive dispute and mutually complementary, mutually developing dialogue play a big role, since the fact of comparing different opinions on one issue is of paramount importance. The effectiveness of the discussion depends on factors such as:

Preparation (awareness and competence) of students on the proposed problem;

Semantic uniformity (all terms, definitions, concepts, etc. must be equally understood by all students);

Correct behavior of participants;

The teacher's ability to conduct a discussion.

A properly organized discussion goes through three stages of development: orientation, evaluation and consolidation.

At the first stage, students adapt to the problem and to each other, i.e. At this time, a certain attitude towards solving the problem is developed. In this case, the teacher (discussion organizer) is given the following tasks:

1. Formulate the problem and goals of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should yield.

2. Introduce the participants (if the group is meeting with this composition for the first time). To do this, you can ask each student to introduce themselves or use the “interviewing” method, which consists of students breaking into pairs and introducing each other after a short introductory (no more than 5 minutes), directed conversation.

3. Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and controversial issues in it, determine the expected result (solution).

4. Establish a time limit for the discussion, or rather, a time limit for speeches, since the general time limit is determined by the duration of the practical lesson.

5. Formulate the rules for conducting a discussion, the main one of which is Everyone must speak. In addition, it is necessary to: listen carefully to the speaker, do not interrupt, confirm your position with arguments, do not repeat yourself, do not allow personal confrontation, remain impartial, do not evaluate speakers without fully listening and understanding the position.

6. Create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized appeals to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method is non-conflict!

The second stage - the assessment stage - usually involves a situation of comparison, confrontation and even a conflict of ideas, which, if the discussion is mismanaged, can develop into a conflict of personalities. At this stage, the teacher (organizer of the “round table”) is given the following tasks:

1. Start an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.

3. Do not go off topic, which requires some firmness of the organizer, and sometimes even authoritarianism. You should tactfully stop those who deviate, directing them into a given “channel.”

5. Promptly analyze the ideas, opinions, positions, and proposals expressed before moving on to the next round of discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. It is very useful to entrust summing up of interim results to students, offering them a temporary role as a leader.

The third stage - the stage of consolidation - involves the development of certain common or compromise opinions, positions, and decisions. At this stage, the control function of the lesson is carried out. The tasks that the teacher must solve can be formulated as follows:

2. Help the participants in the discussion come to a consensus, which can be achieved by carefully listening to different interpretations, looking for common trends to make decisions.

3. Make a group decision together with the participants. At the same time, the importance of diverse positions and approaches should be emphasized.

4. In the final speech, lead the group to constructive conclusions that have cognitive and practical significance.

5. Achieve a feeling of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.

When conducting a round table, students perceive not only the ideas expressed, new information, opinions, but also the bearers of these ideas and opinions, and above all the teacher. Therefore, it is advisable to specify the main qualities and skills that the teacher (organizer) should have during the round table:

High professionalism, good knowledge of the material within the curriculum;

Speech culture and, in particular, fluent and competent knowledge of professional terminology;

Communication skills, or rather, communication skills that allow the teacher to find an approach to each student, listen to each student with interest and attentively, be natural, find the necessary methods of influencing students, be demanding, while maintaining pedagogical tact;

Speed of reaction;

Ability to lead;

Ability to conduct dialogue;

Predictive abilities that allow you to foresee in advance all difficulties in mastering the material, as well as predict the course and results of pedagogical influence, and anticipate the consequences of your actions;

Ability to analyze and correct the course of a discussion;

Self-control;

The ability to be objective.

An integral part of any discussion is the question and answer procedure. A skillfully posed question (as is the question, so is the answer) allows you to obtain additional information, clarify the speaker’s positions and thereby determine further tactics for holding the “round table”.

From a functional point of view, all questions can be divided into two groups:

Clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical sign of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand that correctly?” The answer to such a question can only be “yes” or “no”.

Replenishing (open) questions aimed at clarifying new properties or qualities of phenomena and objects that interest us. Their grammatical feature is the presence of question words: what, where, when, how, why etc.

From a grammatical point of view, questions can be simple And complex, those. consisting of several simple ones. A simple question contains a mention of only one object, subject

or phenomenon.

If we look at the questions from the perspective of the rules of discussion, then among them we can highlight correct And incorrect both from a content point of view (incorrect use of information) and from a communicative point of view (for example, questions aimed at the individual rather than at the essence of the problem). A special place is occupied by the so-called provocative or catching questions. Such questions are asked in order to confuse the opponent, sow distrust in his statements, turn attention to himself, or inflict a critical blow.

From a pedagogical point of view, questions can be controlling, activating attention, activating memory, developing thinking.

In a discussion, it is preferable to use simple questions, since they do not carry ambiguity and are easy to give a clear and precise answer. If a student asks difficult questions,

It would be a good idea to ask him to split the swap question into several simple ones. Answers to questions can be: accurate and inaccurate, true and erroneous, positive (a desire or attempt to answer) and negative (direct or indirect avoidance of an answer), direct and indirect, monosyllabic and polysyllabic, brief and detailed, definite (not allowing for different interpretations) ) and uncertain (subject to different interpretations).

Prepare in advance questions that could be raised for discussion regarding the discussion in order to prevent it from dying out;

Do not go beyond the scope of the problem being discussed;

Do not allow the discussion to turn into a dialogue between the two most active students or a teacher with a student;

Ensure wide involvement in the conversation of as many students as possible, or better yet, all of them;

Do not ignore any incorrect judgment, but do not immediately give the correct answer; Students should be involved in this, organizing their critical assessment in a timely manner;

Do not rush to answer questions regarding the round table material yourself: such questions should be redirected to the audience;

Make sure that the object of criticism is the opinion, and not the person who expressed it;

Compare different points of view, involving students in collective analysis and discussion, remember the words of K.D. Ushinsky that the basis of knowledge is always comparison.

For that, In order not to dampen student activity, the teacher should not:

Turn the discussion into a student quiz;

Evaluate judgments during speeches and express your opinion ahead of time;

Overwhelm the audience with lecture verbosity;

Take the position of a mentor, teaching the audience and knowing the only correct answers to all questions;

Remember that in an active lesson, the main character is the student: you need to expect activity from him, and not from the teacher himself, who acts as a consultant, not a lecturer, a leader of the discussion and its more competent, but equal participant.

During the round table, business noise and polyphony reign, which, on the one hand, creates an atmosphere of creativity and emotional interest, and on the other hand, complicates the teacher’s work. Among this polyphony, he needs to hear the main thing, create a working environment, give him the opportunity to speak out, and lead the line of reasoning correctly. But all the difficulties are compensated by the high efficiency of this form of training.

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

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

Students’ creative learning of educational material;

Connection of theoretical knowledge with practice;

Activation of educational and cognitive activity of students;

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

Formation of experience of collective mental activity. The problem formulated in a lesson using the brain-brain technique

assault, must have theoretical or practical relevance and arouse the active interest of students. A general requirement that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous options for solving the problem that is put forward to students as a learning task.

Preparing for a brainstorming session includes the following steps:

Determining the purpose of the lesson, specifying the educational task;

Planning the overall course of the lesson, determining the time for each stage of the lesson;

Selection of questions for warm-up;

Developing criteria for evaluating received proposals and ideas, which will allow for a purposeful and meaningful analysis and synthesis of the results of the lesson.

There are certain rules that, if followed, will allow you to brainstorm more productively. We list the main ones:

1. During the session there are no superiors, no subordinates, no newcomers, no veterans - there is a leader and participants; no one can claim a special role.

3. You should refrain from actions or gestures that could be misinterpreted by other participants in the session.

4. No matter how fantastic or incredible the idea put forward by any of the session participants, it should be met with approval.

5. Try to convince yourself from the very beginning that a positive solution to this problem is extremely important to you.

6. Do not think that this problem can be solved only by known methods.

7. The more proposals put forward, the greater the likelihood of a new and valuable idea emerging.

8. Before starting the session, try to answer the following questions for yourself:

Is the problem worth my attention?

What does her solution provide?

Who needs it and why?

What happens if you don't change anything?

What happens if I don't come up with any ideas?

Methodology for organizing and conducting brainstorming

The organizational stage is carried out with one academic group. Before the start of the lesson, when students enter the classroom and take their seats, you can turn on upbeat, dynamic music, preferably instrumental, since the text can influence the formation of students' attitudes.

At the beginning of the lesson, the teacher informs the topic and form of the lesson, formulates the problem to be solved, and justifies the problem to find a solution. He then introduces the students to the terms of group work and gives them the rules for brainstorming.

It is advisable to form working groups in accordance with the personal wishes of students, but the groups should be approximately equal in the number of participants.

Groups are seated so that it is convenient to work and so that students can see each other.

This stage takes on average about 10 minutes.

Warm-up is carried out frontally with the entire group. The purpose of the stage is to help students free themselves from stereotypes and psychological barriers. Typically, a warm-up is carried out as an exercise in quickly finding answers to questions. A fast pace of work is important for warming up. Therefore, if there is a pause, the teacher himself must put forward 1-2 answer options. As soon as students begin to have difficulty finding answers and think for a long time, they should move on to the next question. In order to create and maintain a relaxed and lively atmosphere, the teacher prepares unexpected, original questions that are not directly related to the topic of the assault, but are taken from a related area.

During the warm-up, the teacher does not evaluate the students’ answers, but he perceives all of them kindly, supporting a positive reaction from the audience.

Warm-up time is 15-20 minutes.

A signal is given, after which the expression of ideas begins simultaneously in all groups. The expert writes down all the ideas put forward on a separate piece of paper. Do not be afraid of slight noise and excitement in the audience - the ease of the atmosphere helps to activate thought.

The main session time is 10-15 minutes. This is the stage of intense workload for students; usually by the end of it, obvious fatigue is felt among the participants in the “assault”.

At the final stage, representatives of the expert group make a report on the results of the MS. They name the total number of ideas proposed during the assault and introduce the best of them. The authors of the noted ideas justify and defend them. Based on the results of the discussion, a collective decision is made to implement certain proposals into practice.

telnosti, etc. Such a final assessment creates a creative atmosphere in the study group and supports students. Even if the group's performance is not stellar, it is still necessary to build on the positive in its work to stimulate the students' desire to achieve greater results in the future.

In terms of time, the final stage is the longest (25-30 minutes). This stage is very important in the curriculum, since during the discussion and defense of ideas there is an intensive exchange of information, its comprehension and active assimilation.

As a rule, MS is very productive and gives good results. In case of failure, the teacher should not hastily abandon this form of work, but should once again carefully analyze the preparation for the lesson and its entire course, try to find the reasons for the failure, eliminate them, and success will await him in the future.

3.6. Vitagenic training with topographic projection method

3.6.1. Collaboration is the basis of Vitagenic pedagogy

A new direction in the technology of the educational process - vitagenic with a holographic approach - was theoretically developed and justified in the last quarter of the 20th century. Academician of the APSN and MAPO, Honored Scientist of Russia, Doctor of Pedagogical Sciences A.S. Belkin. Vitagenic learning is a real path to true cooperation between teachers and students, educators and students, a real way to merge education and self-education, transform subject-object relations into subject-subject. The holographic approach is a volumetric acquisition of knowledge that ensures the implementation of vitagenic education in the process of cooperation.

Life experience is vital information not lived by a person, associated only with his awareness of certain aspects of life and activity, but not of sufficient value for him. Unfortunately, it is at this information level that the learning process takes place in most educational technologies.

Life experience is vital information that has become the property of the individual, deposited in the reserves of long-term memory and is in a state of constant readiness for updating in adequate situations.

Vitagenic learning is learning based on the actualization (demand) of a person’s life experience, his intellectual and psychological potential for educational purposes.

The transition of vital information into life experience occurs through several stages.

1st stage. Primary perception of vital information, undifferentiated.

2nd stage - evaluation-filtering. The personality determines the significance of the information received in phylogenesis (from universal, group, gnostic positions), then - in ontogenesis, i.e. from the standpoint of personal significance.

3rd stage - installation. A person spontaneously or meaningfully creates an attitude towards remembering information for a specific period.

Collaboration is very important in pedagogical interaction. The higher the level of its organization, the more successful the pedagogical process is. Cooperation is understood as the joint activity of participants in the educational (labor) process aimed at achieving common goals. It provides three mandatory components:

A clear awareness of the unity of goals;

Clear delineation of the functions of the collaborating parties;

Mutual assistance in implementing tasks that contribute to achieving the set goal, and most importantly, mutual delegation of authority.

Teachers can delegate when it comes to building on students' potential when children turn to

to the teacher as an arbiter, mediator, “confessor”. Children who help the teacher organize the lesson, maintain order in the classroom, and carry out the teacher’s instructions in various aspects of classroom and school life are employees. Students who are sensitive to the teacher’s state of mind, who help him somehow overcome stress, depression, irritation, who support him in moments of emotional upsurge and creative intensity, are also employees. Thus, cooperation is a fusion of joint activities in achieving common goals at the rational, emotional, and activity levels.

Cooperation is not born suddenly, not all at once, and not at all stages of children’s development. Research by A.S. Belkin showed that the levels and degrees of cooperation at each stage are determined by the relationship between the role of adults and the independence of children in solving educational problems. He conventionally identified the following stages.

Guardianship (preschool period) - the maximum role of adults in determining the goals of the child’s activities and helping him; the lowest level of awareness of goals and the minimal role of children in helping adults.

Mentoring (primary school age) is the decisive role of adults with the increasing role of children in assisting the teacher, their gradual understanding of the unity of goals.

Partnership (junior school, early adolescence). The role of adults is dominant. Insufficient equality in the awareness of goals. The success of the activity is ensured by the relative equality of joint efforts.

Cooperation (junior and senior adolescence) - the leadership role of adults. Sufficient awareness of the unity of goals. Success is ensured by equality of joint efforts and willingness to help each other.

Commonwealth (the period of older childhood) is a high form of cooperation when both parties unite business and personal relationships on the basis of co-creation.

Sources of vital information are (Fig. 10): mass media; scientific, technical and artistic

share literature; works of art; social, business and everyday communication; various types of activities; educational process. They are the main content, the main “nerve” of vital information. Concentrating on the poles of success and failure, achievements and mistakes, passing through certain stages, vital information is transformed into vital (life) experience.

Rice. 10. Sources of vital information on AS. Belkin

The subjective experience of a person (according to E.F. Zeer) includes life, educational and professional experience. According to A.S. Belkin, the inclusion of subjective experience in educational material gives rise to a new psychodidactic reality, the assimilation of which, on the one hand, enriches the individual’s experience, gives knowledge and skills a personal meaning, and on the other hand, enriches life experience.

3.6.2. Theoretical foundations of vitagen education

Usually, in the educational process, the traditional logic of knowledge transfer and the logic of the knowledge recipient are visible: the teacher transmits knowledge, and the student must prove that this knowledge has been acquired by him and has become his property. The focus is on the process of knowledge transfer itself. It is the process of transfer and feedback that is the main value.

The tragedy of this interaction is that knowledge itself is not a value. The child is not considered as an equal participant in the process because he is not a bearer of valuable knowledge. Knowledge is considered mainly as a means to achieve the goals themselves, but least of all - as a goal for acquiring value, i.e. scientific knowledge.

The value for the student will be only that knowledge that he perceives as personally significant. For a child, only that knowledge will be self-sufficient that he has felt, known, experienced in practice and wants to store in the storehouses of his long-term memory, i.e. that which constitutes his life experience: memory of thoughts, memory of feelings, memory of action. Thus, relying on the life experience of an individual is the main way to transform educational knowledge into value, i.e. The first condition facilitating the transformation of vital information into pedagogical tools is the cultivation of a value attitude towards scientific knowledge.

The second condition is a value-based attitude towards ignorance. Ignorance literally means lack of information. But there is

ignorance not only as a manifestation of ignorance, but also as a way of knowing in the educational process.

Ignorance is associated with a reluctance to receive information, with the use of distorted information, incomplete information, with its use only at the everyday level, with an active rejection of scientific research. Ignorance as a scientific and pedagogical category has several substantive characteristics:

A way to be aware of the limits of knowledge, since ignorance is limitless;

Factor stimulating cognitive activity;

Factor of personal self-realization;

A method of obtaining new knowledge based on the transformation of old;

A source of professional reflection and personal self-esteem;

Factor of psychological protection.

A.S. Belkin identifies the following types of ignorance:

Educational;

Research;

Spiritual;

Everyday life;

Social.

He also conventionally identifies levels of ignorance:

Lack of awareness;

Ignorance;

Complete ignorance;

Distorted ignorance (ignorance).

Ignorance is a particularly dangerous level of ignorance because it creates the illusion of knowledge. The characteristics of the types and levels of ignorance make it possible to provide a diagnostic-pro-pustic approach in organizing the educational process not only taking into account the activities of students, but also of teachers.

The third condition is the formation of ideas about the multidimensionality of the educational process. In the minds of students, education cannot and should not be depicted only as a process of absorption, “chewing” knowledge. Education is living

experiencing feelings, experiencing actions, experiencing activities. welded into something indivisible. From these positions, a teacher is not so much an informant as an accomplice, an inspirer who can not only lead, but also has the ability to sympathize and empathize with successes and failures. Then education acquires the main social meaning - the formation of a social image of a person, a unique personality, i.e. individuality. Without such an approach, vitagen education is impossible.

The multidimensionality of the educational process is associated not only with education, but also with the enlightenment of students. Enlightenment reveals the richness of a person’s life experience, his uniqueness. To enlighten someone means to communicate clear concepts and thoughts to him.

The fourth condition is a personal approach. An individual (personal) approach is not only the study, but also the development of personality traits, and not all, but only socially significant ones. It involves adherence to three principles:

Reliance on the positive in the individual;

Optimistic perspective in working with a child;

Taking into account the interests of the individual in the educational process from the point of view of its comprehensive development.

But the person being studied should not be unified according to the state ideological standard. Society needs individuals, unique Personalities, significant Personalities, Persons. Significant, first of all, in their own eyes, in the eyes of their immediate and distant environment, in the eyes of the whole society.

The fifth condition is reliance on the subconscious of the individual. Reliance on the subconscious has always been the object of close attention of scientists and practitioners in various fields (suggestive pedagogy, hypnopedia, pedagogical suggestion, educational marketing). The subconscious, as defined by 3. Freud, is a material “substance” that can be translated into consciousness.

The unconscious is a substance inaccessible to consciousness. Vitagenic experience is concentrated in the subconscious, but this does not mean there is no connection with the unconscious. It has not yet been explored

but it is real and is revealed in the most diverse manifestations of personality, in its motivation, drives, impulses. Reliance on the subconscious in vital education is, first of all, the creativity and imagination of the student in a variety of manifestations.

The more we give students the opportunity to turn to their imagination and speak, the more actively we use vital experience in the educational process. According to L.S. Vygotsky, “fantasy, which is usually defined as an experience opposite to reality, in essence, is entirely rooted in the real experience of a person.”